Metacognition in Learning
Matthew Tsui
IT2010 Calandra
© Shutterstock, Inc.
What is Metacognition?
• Defined as “cognition about cognition”
• Or more simply “thinking about thinking”
John H. Flavell
© Stanford University
• Term first used by John H. Flavell, a developmental
psychologist and professor from Stanford University
Cognition vs. Metacognition
Cognition: Processes involved in learning such as
thinking, understanding, remembering, etc…
Example: Memorizing a list of vocabulary words
Metacognition: Process of becoming aware of one’s own
learning processes and taking steps to make changes
Example: Implementing memorization strategies to aid
memorization such as mnemonic devices
Metacognitive Knowledge and
Metacognitive Regulation
Metacognitive knowledge is the awareness of cognitive processes
Metacognitive regulation is the implementation of metacognitive
knowledge
From our previous example:
- Understanding your skills in memorizing words and recognizing
that you may need help is metacognitive knowledge
- Implementing the strategy of mnemonic devices is
metacognitive regulation
(Veenman, Van Hout-Wolters, & Afflerbach, 2006)
3 Types of Metacognitive Knowledge
Person
Variables
- Knowledge on how human beings learn
- Knowledge on one’s individual learning
processes
Task
Variables
- Knowledge of the nature of a particular task
- Knowledge of the type of processing
required to complete the task
Strategy
Variables
- Knowledge of cognitive and metacognitive
strategies
- Knowledge of when and where to use the
strategies
(Livingston, 2003)
Review
Person
Variables
Cognition
Metacognitive
Knowledge
Task
Variables
Strategy
Variables
Metacognition
Metacognitive
Regulation
Conclusion
• You have most likely engaged in metacognition
whether you are aware or not
© Clip Art
• Becoming more aware of it can only help in developing and
training your learning processes
• Studies have shown metacognition and academic performance
are related (Arslan & Akin, 2014 & Efklides, 2014)
• Remember: It is not enough to be aware of your strengths and
weaknesses, but you must also make changes and take steps to
improve.
References
Arslan, S. & Akin, A. (2014). Metacognition: As a Predictor of One's Academic Locus of
Control. Educational Sciences: Theory & Practice, 14(1), 33-39. Retrieved from
http://ezproxy.gsu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=
a9h&AN=95031776&site=ehost-live.
Efklides, A. (2014). How Does Metacognition Contribute to the Regulation of Learning? An
Integrative Approach. Psychological Topics, 23 (1), 1-30. Retrieved from
http://ezproxy.gsu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=
a9h&AN=95881862&site=ehost-live
Livingston, J. A. (2003). Metacognition: An Overview. Retrieved from http://eric.ed.gov/?id=ED474273
Schunk, D. H. (2008). Metacognition, self-regulation, and self-regulated learning: Research
recommendations. Educational Psychology Review, 20(4), 463-467. Retrieved from
http://libres.uncg.edu/ir/uncg/f/d_schunk_metacognition_2008.pdf
Veenman, M., Van Hout-Wolters, B., & Afflerbach, P. (2006). Metacognition and learning:
conceptual and methodological considerations. Metacognition and Learning, 1(1), 3-14.
Retrieved from http://link.springer.com/article/10.1007%2Fs11409-006-6893-0