metacognition’s definitions:

According to J. H. Flavell metacognition refers to one’s knowledge concerning one’s own cognitive processes or anything related to them.For example: the learning-relevant properties of information or data.I am engaging in metacognition if I notice that I am having more trouble learning A than B; if it strikes me that I should double check C before accepting it as fact.

—J. H. Flavell (1976, p. 232).

what is metacognition?

Metacognition is the knowledge and awareness one has of their own thinking processes and strategies and the ability to evaluate and regulate one’s own thinking processes. (Wilson: 14) It is learning to think about the how and why of what one does.

Components of metacognition

Baird (1999) describes three components of metacognition:1.Metacognitive knowledge: knowledge of the nature of learning, effective learning techniques, and personal learning characteristics.

2. Metacognitive awareness: of the task and of progress.

3. Metacognitive control: making productive decisions about approach, progress and outcomes. Metacognitive control is comprised of motivation and volition.

Some one else described the components in a different way:

1.Metacognitive knowledge (also called metacognitive awareness) is what individuals know about themselves and others as cognitive processors.

2.Metacognitive regulation is the regulation of cognition and learning experiences through a set of activities that help people control their learning.

3.Metacognitive experiences are those experiences that have something to do with the current, on-going cognitive endeavor.

Metacognitive strategies

Important points

Purpose of strategies

What are they?

which are they?

what are critical elements of teaching Metacognitive strategies?

Self-regulated learning. Reflective practice Applied linguistics Self-questioning (e.g. "What do I already know

about this topic? How have I solved problems like this before?")

For developing Metacognitive student’s skills:

Fostering a classroom environment conducive to the development of metacognitive skills.

Modelling. Facilitated group interaction. Reflection. Self-assessment and peer assessment. Improving regulation of cognition.

1. Williamson (2006):

Cognition is usually defined as something like the process of acquiring, retaining and applying knowledge. To a first approximation, therefore, cognitive science is the science of knowing. Knowing is a relation between the knower and the known. Typically, although not always, what is known involves the environment external to the knower. Thus knowing typically involves a relation between the agent and the external environment. It is not internal to the agent, for the internal may be the same whether or not it is related to the external in a way that constitutes knowing.

LeDoux (1995)

If cognition is defined broadly to include sensory information processing, such as that occurring in the sensory thalamus and/or sensory cortex, as well as the processing that occurs in complex association areas of cortex in the frontal lobes or hippocampus, then emotional processing by the amygdala is highly dependent on cognitive processing. If cognitive processing is defined narrowly to include only the higher mental functions most likely mediated by complex association cortex, then emotion is not necessarily dependent on prior cognitive processing.

Neisser (1967):

… the term “cognition” refers to all processes by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used. It is concerned with these processes even when they operate in the absence of relevant stimulation, as in images and hallucinations… Given such a sweeping definition, it is apparent that cognition is involved in everything a human being might possibly do; that every psychological phenomenon is a cognitive phenomenon. But although cognitive psychology is concerned with all human activity rather than some fraction of it, the concern is from a particular point of view. Other viewpoints are equally legitimate and necessary.

Cognition involves the process of “knowing” things and handling information. The use of knowledge is said to direct our actions towards a particular goal.

A big part of cognition or a person’s cognitive process is the way we process information. Usually people tend to organize thoughts and make categories for certain data or information.

What is cognition?

Cognition refers to mental processes that take place in gaining and understanding information.

It involves the basic thinking process of an individual, including his/her memory, perceptions, knowledge, and judgment.

Components of cognition

1.Concept formation:GroupsPrototypesStereotypes

2.Problem solving:Trial and errorAlgorithmsHeuristicsInsightMental models

Cognitive strategies

Important points

purpose

what are they for?

which are those?

summary

Thank you!!!

by: Maria Cristina Lobo Mieles Maricela Pérez Petro Diana Petro Corcho Wendy Solano Garcia