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Nelson and Narens proposed a theoretical framework for understanding metacognition and metamemory. [2] In this framework there are two levels: the object level (for example, cognition and memory) and the meta level (for example, metacognition and metamemory). Information flow from the meta level to the object level is called control, and ...
Metacognition and self directed learning. Metacognition is an awareness of one's thought processes and an understanding of the patterns behind them. The term comes from the root word meta, meaning "beyond", or "on top of". [1]
Meta-learning is a branch of metacognition concerned with learning about one's own learning and learning processes. The term comes from the meta prefix's modern meaning of an abstract recursion , or "X about X", similar to its use in metaknowledge , metamemory , and meta-emotion .
Examples of metacognitive beliefs are; "Worry is uncontrollable", "I have little confidence in my memory for words and names", and "I am constantly aware of my thinking". The development of the questionnaire was informed by the Self-Regulatory Executive Function model (Wells & Matthews, 1994) which is the metacognitive model and theory of ...
Metacognition: Metacognition is a broad concept encompassing all manners of one's thoughts and knowledge about their own thinking. A key area of educational focus in this realm is related to self-monitoring, which relates highly to how well students are able to evaluate their personal knowledge and apply strategies to improve knowledge in areas ...
Flavell is known for his research into metacognition and the child's theory of mind; he is credited for coining the term metacognition, [10] [11] and as the founder of metacognition theory. [12] [13] He has also published widely on children's developing understanding of the distinction between appearance and reality.
Metacognitive training (MCT) is an approach for treating the symptoms of psychosis in schizophrenia, [1] especially delusions, [2] which has been adapted for other disorders such as depression, obsessive–compulsive disorder and borderline over the years (see below). It was developed by Steffen Moritz and Todd Woodward.
The use of multiple representations supports and requires tasks that involve decision-making and other problem-solving skills. [2] [3] [4] The choice of which representation to use, the task of making representations given other representations, and the understanding of how changes in one representation affect others are examples of such mathematically sophisticated activities.