Metacognitive Research Research Articles

The comparative study of metacognition: sharper paradigms, safer inferences.

Results that point to animals' metacognitive capacity bear a heavy burden, given the potential for competing behavioral descriptions. In this article, formal models are used to evaluate the force of these descriptions. One example is that many existing studies have directly rewarded so-called uncertainty responses. Modeling confirms that this practice is an interpretative danger because it supports associative processes and encourages simpler interpretations. Another example is that existing studies raise the concern that animals avoid difficult stimuli not because of uncertainty monitored, but because of aversion given error-causing or reinforcement-lean stimuli. Modeling also justifies this concern and shows that this problem is not addressed by the common practice of comparing performance on chosen and forced trials. The models and related discussion have utility for metacognition researchers and theorists broadly, because they specify the experimental operations that will best indicate a metacognitive capacity in humans or animals by eliminating alternative behavioral accounts.

Theory-of-Mind Continuum Model: Why Mind Matters in Philosophy, Psychology and Education

Theory-of-Mind has been defined as the ability to explain and predict human behaviour by imputing mental states, such as attention, intention, desire, emotion, perception and belief, to the self and others (Astington & Barriault, 2001). Theory-of-Mind study began with Piaget and continued through a tradition of meta-cognitive research projects (Flavell, 2004). A study by Baron-Cohen, Leslie and Frith (1985) of Theory-of-Mind abilities in atypically developing children reported major difficulties experienced by children with autism spectrum disorder (ASD) in imputing mental states to others. Since then, a wide range of follow-up research has been conducted to confirm these results. Traditional Theory-of-Mind research on ASD has been based on an either-or assumption that Theory-of-Mind is something one either possesses or does not. However, this approach fails to take account of how the ASD population themselves experience Theory-of-Mind. This paper suggests an alternative approach, Theory-of-Mind continuum model, to understand the Theory-of-Mind experience of people with ASD. The Theory-of-Mind continuum model will be developed through a comparison of subjective and objective aspects of mind, and phenomenal and psychological concepts of mind. This paper will demonstrate the importance of balancing qualitative and quantitative research methods in investigating the minds of people with ASD. It will enrich our theoretical understanding of Theory-of-Mind, as well as contain methodological implications for further studies in Theory-of-Mind

Svarbi metodologinio kalbų mokymosi modelio dimensija

Straipsnio objektas - metodologinė sintetinio kalbų mokymosi modelio kultūrinė dimensija. Glaustai apžvelgiami kiti modeliai, susiję su vienos kurios nors šalies kultūros ugdymu, pagrindžiamas poreikis mokant Lm, L1, L2 kalbų siekti išvengti atskirų šalių kultūrų maišymosi individo psichikoje. Atskleidžiama metodologinio kalbų mokymosi modelio paskirtis: užtikrinti grynąją daugiakalbystę, kurios neatskiriamas komponentas - atitinkamos šalies kultūrinė dimensija. Straipsnyje pagrindžiamos atskirų šalių kultūros ištakos, nurodomos sritys, aktualios grynosios daugiakalbystės formavimui, pateikiami pavyzdžiai, apibendrinamosios išvados ir rekomendacijos.

Processing strategies and the generation effect: Implications for making a better reader

When presented with items that must be generated versus read at encoding, individuals typically remember better those items that they generated versus those that they only read. We examined whether--given the opportunity to experience such differential memorial consequences of generating versus reading--participants might change how they processed future to-be-read information. In a first set of two experiments, participants were able to profit from such an experience to the extent that a generation advantage was eliminated on subsequent memory tests of generated and read items. Two additional experiments demonstrated the critical nature of this experience in leading to improved processing of future to-be-read information and elimination of a generation advantage. We believe that these results relate to the characterization of the learner emerging from recent metacognitive research and have possible implications for how learners might be induced to process information more effectively.

Implicit metacognition, explicit uncertainty, and the monitoring/control distinction in animal metacognition

Smith et al. demonstrate the viability of animal metacognition research. We commend their effort and suggest three avenues of research. The first concerns whether animals are explicitly aware of their metacognitive processes. The second asks whether animals have metaknowledge of their own uncertain responses. The third issue concerns the monitoring/control distinction. We suggest some ways in which these issues elucidate metacognitive processes in nonhuman animals.

Metacognitive research and development framework (MRDF) for Internet instructional science software

This project developed and implemented a prototype WWW‐based instructional learning system modeled around a metacognitive research and development framework which mapped cognitive variables, to metacognitive learning strategies for those variables, to metadata for the instructional design of the media. The framework helped delineate learning strategies and related metacognitive attributes of young students acquiring knowledge in advanced science concepts in an Internet/browser‐based environment. The framework also provided a basis for learner‐specific Internet content personalization.

Attentional Resource Emancipation: Toward Understanding the Interaction of Word Identification and Comprehension Processes in Reading

Research on the basic processes of early reading and research on reading comprehension has developed with less than optimal overlap and intercommunication. Indeed, some would say that these two research areas have developed almost independently. This lack of overlap has created knowledge gaps for scholars who wish to address and model the reading process in its entirety. The purpose of this article is to begin to address this problem by giving a brief overview of the development of reading comprehension research over the past 25 years. I discuss in more depth the notion of executive (metacognitive) control in the reading and learning processes and suggest an idea-the emancipation of attentional resources by the automatization of lower level word identification and higher level basic comprehension skills-that might prove useful as a connecting point among basic process, comprehension, and metacognitive research. The article concludes with a series of suggestions as to the types of research questions that must be answered if a comprehensive model of the reading process is to be created.

Metacognition: state-of-the-art learning theory implications for clinical nursing education.

Clinical nursing education represents one of the most challenging aspects of the faculty role because nursing educators are being required to teach crucial aspects of comprehensive clinical practice to students in limited time periods and in increasingly demanding, high-acuity affiliation sites. State-of-the-art research in metacognition provides a stimulating array of instructional strategies that can assist in this process and provide an impetus for further cognitive inquiry in nursing. The article analyzes metacognition, explores its historical roots, delineates its relationship to memory theory, and describes a range of metacognitive strategies that are useful to faculty and students in nursing.

Metacognition research and theory: Analysis and implications for instructional design

Metacognition, a construct with strong empirical and theoretical foundations, is integral to successful learning. Research on metacognition has provided convincing evidence supporting its importance in the instruction and learning processes. In this article, research on several aspects of metacognition are briefly reviewed and analyzed, examples of metacognitive strategies are provided, and implications for instructional design are described.

A framework for using text graphing

Text graphing realizes the possibilities for enhancing instruction using insights provided by educational research in schema theory and metacognition. Schema theory and metacognition provide explanations for how the mind works in pursuing understanding. These theories help us understand how the mind of a learner approaching a new text uses existing knowledge and makes decisions in working toward an underestanding of the text. Text graphing provides usable strategies for learners to participate in the reconstruction of the meaning of a text. By starting from existing schemata and reinforcing metacognitive strategy use, teachers can help students develop skills and insights for understanding texts. This paper outlines an approach to text graphing through describing four types of graphs: sunburst, matrix, tree structure, and flow chart. Then it matches the graphing types of twelve text types identified by Kitao (Textual schemata and English language learning. Cross Currents 17, 147–154, 1990) and offers suggestions for incorporating text graphing into reading lessons.

Vygotsky as Precursor to Metacognitive Theory: III. Recent Metacognitive Research within a Vygotskian Framework

Abstract This article reviews some recent metacognitive projects inspired by Vygotskian theory. These include research on children's memory development, on the mother‐child dyad, and on the origin and function of adaptive inner speech. Two examples of instructional research with problem learners are given as well. In a final section, concluding the series of three articles to which this one belongs, it is suggested that among the metacognitive issues still moot, the problems of task variables, the relationship between metacognition and motivation, and the transsituational character of metacognition, may profitably be researched within a Vygotskian perspective.

THE ROLE OF STUDENTS’ PERCEPTIONS OF STUDY STRATEGY AND PERSONAL ATTRIBUTES IN STRATEGY USE

ABSTRACT Drawing upon study strategy, metacognition, and attribution research literatures, the present study explored task, person, and strategy variables as determinants of strategy use. College students read and were tested over an expository passage and then were asked to report the strategies they used and their perceptions of themselves and of the strategies. The college students in the present study reported using a large number of strategies, more than eight per student on average. Reported use of skimming, anticipating the test, and selective rereading strategies predicted students’ performance on a short‐answer test. Reported use of each of these strategies was significantly predicted by one or more of the following factors: general knowledge of the strategy, specific strategy attributes, perceived learner attributes, match between strategy and learner attributes, and strategy efficacy.

Performance in Reading Comprehension — product or process?

Abstract This article initially reviews the related research literature accounting for the extent to which perceptions about what constitutes reading influence approaches to the evaluation of students’ performance in reading comprehension. The comprehension testing view and the metacomprehension view, underscoring product and process respectively, are mentioned. The recent interest in the research field, relative to the concept of metacognition, has tended to emphasize the importance of process over product. Several researchers have investigated how process information can be used to better understand product measures about performance in reading comprehension. Their findings have revealed the challenging nature of the task in obtaining reliable process measures of reading comprehension. But the findings of instructional research in metacognition have not received sufficiently favourable countenance in classroom practice. One encouraging hypothesis, however, is that the instructional advantages to be gain...

Vygotsky as Precursor to Metacognitive Theory: II. Vygotsky as Metacognitivist

Abstract In this article it is demonstrated that topics discussed in contemporary metacognitive research are integral parts of Vygotsky's (1978, 1986) theory of cognitive development. This conclusion is reached through a discussion of Vygotsky's views of self‐regulation, the relationship between self‐awareness and self‐regulation, and the relationship between awareness/regulation on the one hand and cognitive process on the other. The uniqueness of a Vygotskian approach to metacognition is also specified. This uniqueness resides in Vygotsky's focus on the sign system of human language, on the linguistic tools of thought and the central role they play in mediating cognitive performance.

Cognitive and metacognitive components of learning: Search for the locus of retarded perfomance

The introduction to this article gives a short overview of the main theoretical ideas which have been advanced to explain the low cognitive perfomances of retarded persons in learning and problem solving. The question of how retarded learners organize and control their problem solving activities led the authors to conduct a series of single case studies investigating qualitative and dynamic aspects of retarded learning. Metacognitive training research, socio-cognitive theories and a schema-theoretical top-down/bottom-up model of information processing constitute the theoretical background. In a tutorial setting mentally retarded and learning disabled subjects were presented tasks which consist of connecting amorphous clouds of dots in order to reproduce geometrical model figures. Verbal and behavioral data were collected to precisely describe the subjects problem solving activities. Post-hoc a two-dimensional category system listing 28 different problem solving components was developed. The first dimension introduces a distinction between explorative, elaborative, planning and control components, the second dimension specifies whether the components are initiated topdown or bottom-up. This category system is presented in detail followed by a few examples of analyzed problem solving sequences. Finally, the proposed model and inherent methodological problems are discussed.

Trainers Teaching Thinking Skills: Applications of Recent Research in Metacognition to Training

Humans have the ability to monitor and control their conscious cognitive processes. This ability, called metacognition, implies that people can learn to optimize their cognitive processes. Recent research in metacognition provides new ways of accelerating learning and skill transfer through an improvement in the decision-making, problem-solving, and attentional skills of trainees. This paper provides a review of recent research in metacognition and presents recommendations for assessing and facilitating metacognitive skill in trainees.

How do the Results of Metacognitive Research Impact on the Learning Disabled Individual?

This paper explores the impact of metacognitive research on learning disabled (LD) individuals. Specifically, the focus is on the positive effects of metacognitive research on the teaching of LD students, and on the importance of broadening LD teachers' understanding of their students' academic failures. The discussion concludes by pointing to the direction in which future research may profitably be extended.

Passive Failure in Reading

This paper examines the notion that many of the problems evidenced by poor readers are related to their passive response to the interactive task of reading. An integrative review of research in metacognition, attribution theory, and other related fields supports this notion by emphasizing the roles that appropriate goal-directed intentionality and active participation play in effective reading. Implications for reading instruction are examined and areas in need of research are identified.

Left brain, right brain, super brain: The holistic model

Abstract Learning to read and write is a highly complex, cognitive process; yet too often literacy instruction treats it simplistically by emphasizing visual/psychomotor skill learning to the exclusion of thought development. Despite nearly three decades of research into cognitive processes which has yielded a plethora of information about how we learn (Russell, 1959; Hyden, 1969; Dalby and Gibson, 1981), classroom application lags seriously behind theory. Recently, research in metacognition, or how learning is regulated by the individual, suggests that knowledge of specific cognitive processes can aid teachers in improving the cognitive performance of students (Guthrie, 1982). How such improvement might take place through a holistic approach to education is the subject of this paper.

Comprehension Monitoring: What It Is and What We Know about It

COMPREHENSION MONITORING is defined as a metacognitive process which is affected by person, strategy, and task variables. It is viewed as an executive function, essential for competent reading, which directs the reader's cognitive processes as he/she strives to make sense of incoming textual information. While reading comprehension is of primary concern, studies of oral communication adequacy have been prominent in metacognitive research and are touched upon in this review. Considered more fully are studies of problem detection, i.e., of detecting inconsistencies in oral and written discourse with both listening and reading tasks. Self-report studies of problem detection and strategy use involving protocol analysis, interview data, and other self-report tasks are reviewed. Investigations which deal primarily with monitoring (fix-up) strategies are examined, even though studies dealing with recall (study) strategies are not included. Conclusions about research findings are drawn, suggestions are made regarding methodology, and instructional implications are suggested.