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Metamemory or Socratic awareness, a type of metacognition, is both the introspective knowledge of one's own memory capabilities (and strategies that can aid memory) and the processes involved in memory self-monitoring. [1] This self-awareness of memory has important implications for how people learn and use memories.
Maladaptive use of metacognitive skills in response to stress can strengthen negative psychological states and social responses, potentially leading to psychosocial dysfunction. Examples of maladaptive metacognitive skills include worry based on inaccurate cognitive conceptions, rumination, and hypervigilance.
Peer assessment, or self-assessment, is a process whereby students or their peers grade assignments or tests based on a teacher's benchmarks. [1] The practice is employed to save teachers time and improve students' understanding of course materials as well as improve their metacognitive skills.
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.
The essence of the cognitive theory of Inquiry teaching is that of developing students' metacognitive skills. Inquiry teaching deliberately attempts to develop these stills through instruction. The theory is a prescriptive model rooted in the discovery tradition and cognitive sciences.
Language learning strategies is a term referring to the actions that are consciously deployed by language learners to help them learn or use a language more effectively. [1] [2] They have also been defined as "thoughts and actions, consciously chosen and operationalized by language learners, to assist them in carrying out a multiplicity of tasks from the very outset of learning to the most ...
Research findings indicating that journals of this type are likely to increase metacognition through students becoming more aware of their own thought processes. [3] Research using a "thinking book" which investigated the development of reflective thinking skills in children. [4]