Metacognition Research Paper by Nicky

A look at metacognition from the educator's perspective.
# 145310 | 3,414 words | 10 sources | APA | 2010 | US

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This paper gives an in-depth analysis of metacognition, or thinking about thinking, which has been hailed as the most important and innovative instruction method available to educators today. Metacognition is considered from the educator's perspective, looking at how it can be harnessed as a teaching tool to generate the highest productivity in a student, and the most confident and competent levels of learning. Additionally the essay examines the existing body of work and scholarly analysis of metacognition, and how it is used to best serve the school system, and the students. Various applications of metacognition to students with different learning styles and those with learning disabilities are explored. The paper includes a five-step plan for working with LD students. The paper concludes by stating that there is much data to support the utilization of metacognition as an effective learning tool.


The Metamemory and Metacomprehension Plan for Approving Learning Disabled Students' Comprehension of Textbook Materials
Learning Styles
Metacomprehension and Metamemory in the Study of Science

From the Paper:

"Meacognition covers three areas of learning: metacognition; metamemory; and metacomprehension (Martinez, p. 696). These are the building blocks of metacognition, to which other elements of learning and teaching can be built upon. Most of us understand the notions of memory and comprehension. Putting it in terms of "metamemory and metacomprehension," is less familiar to us, but with the initial understanding of memory and comprehension, and its relationship to the instructor and to the student, then much of the managing of the definition of metamemory and metacomprehension is done. In other words, most people do not have a problem relating the terms memory and comprehension in terms of their own abilities, but in the "meta" we are talking about these same abilities controlled by the student instructor to accomplish specific assigned levels of problem solving an analysis, and to retain their familiarity with that process."

Sample of Sources Used:

  • Desoete, A., & Roeyers, H. (2002). Off-Line Metacognition-A Domain-Specific Retardation in Young Children with Learning Disabilities?. Learning Disability Quarterly, 25(2), 123+. Retrieved December 18, 2008, from Questia database:
  • Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (1998). Metacognition in Educational Theory and Practice. Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved December 18, 2008, from Questia database:
  • Heiman, T. (2006). Assessing Learning Styles among Students with and without Learning Disabilities at a Distance-Learning University. Learning Disability Quarterly, 29(1), 55+. Retrieved December 18, 2008, from Questia database:
  • Martinez, M. (2006). What Is Metacognition? Teachers Intuitively Recognize the Importance of Metacognition but May Not Be Aware of Its Many Dimensions. Mr. Martinez Explores the Varieties of Metacognitive Skills and Then Offers Suggestions for Cultivating Them in Learners of All Ages. Phi Delta Kappan, 87(9), 696. Retrieved December 18, 2008, from Questia database:
  • Mazzoni, G. & Nelson, T. O. (Eds.). (1998). Metacognition and Cognitive Neuropsychology: Monitoring and Control Processes. Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved December 18, 2008, from Questia database:

Cite this Research Paper:

APA Format

Metacognition (2010, November 02) Retrieved July 30, 2021, from

MLA Format

"Metacognition" 02 November 2010. Web. 30 July. 2021. <>