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The University of North Carolina TEACCH Autism Program creates and disseminates community-based services, training programs, and research for individuals of all ages and skill levels with autism spectrum disorder (ASD), to enhance the quality of life for them and their families across the lifespan. [1]
Students with a better metacognition were reported to have used fewer strategies, but solved problems more effectively than students with poor metacognition, regardless of IQ or prior knowledge. [26] A lack of awareness of one's own knowledge, thoughts, feelings, and adaptive strategies leads to inefficient control over them.
The hypercorrection effect was tested with participants from the general population but was also demonstrated with a group of children with autism spectrum disorder. [15] Though those tested with autism spectrum disorder had a significantly weaker general metacognitive ability than previous participants without any mental disorders, they did ...
Meta learning tasks would provide students with the opportunity to better understand their thinking processes in order to devise custom learning strategies. The goal is to find a set of parameters that work well across different tasks so that learners start with a bias that allows them to perform well despite receiving only a small amount of ...
Self-regulation is an important construct in student success within an environment that allows learner choice, such as online courses. Within the remained time of explanation, there will be different types of self-regulations such as the focus is the differences between first- and second-generation college students' ability to self-regulate their online learning.
Metacognitive therapy (MCT) is a psychotherapy focused on modifying metacognitive beliefs that perpetuate states of worry, rumination and attention fixation. [1] It was created by Adrian Wells [2] based on an information processing model by Wells and Gerald Matthews. [3] It is supported by scientific evidence from a large number of studies. [4] [5]
Research suggests that children with ADHD may fall behind in the development of metamemory as preschoolers. [ 41 ] In a recent study on metacognition, measures of metamemory (such as study time allocation) and executive function were found to decline with age. [ 42 ]
Collins, Brown, and Newman developed six teaching methods rooted in cognitive apprenticeship theory and claim these methods help students attain cognitive and metacognitive strategies for "using, managing, and discovering knowledge". [2]