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Psychology Meta Cognition - Research Paper Example

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The dissertation starts off with a simple definitive introduction to what metacognition actually is and how it can enhance learning or cognitive processes in students. It also defines and describes metamemory and its various components and processes. In this manner it sets the stage for its main work - that of assessing whether the questionnaire, which is also put in thereafter, is inclusive enough of all items entailing metacognitive strategies that can efficiently assess the levels of metamemory components in a respondent…
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Psychology Meta Cognition
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Download file to see previous pages The reliability analysis with Cronbach's alpha coefficient of the items inventory also assesses overall reliability of the items list for the designed purpose as well as the correlations in reliability of the three factors. Details of statistics and their implications in the context of the purposes are also discussed. The dissertation ends with a discussion of what implications may be construed from the end results of the factor analysis and the reliability tests. Only the positive implications have been taken while negative ones are implied.
Metacognition is a term that has become increasingly popular in the field of educational psychology within the last 30 years. It is usual to define it roughly as "thinking about thinking". Within this rough definition lie the seeds of distinction between cognition and metacognition. So what is the distinction between cognitive and metacognitive strategies While cognitive strategies allow an individual to achieve a particular goal, such as understanding a particular problem in algebra, metacognitive strategies allow the same individual to regulate the cognitive processes to ensure maximum utilisation of the applied cognitive strategies. Thus metacognitive strategies are adopted just before or after a cognitive activity. They are often adopted when the normal cognitive strategies fail - understanding the text of a particular novel. Such an imbroglio often prompts the learner to reassess his or her cognitive strategies by regulating them with metacognitive ones (Roberts & Erdos, 1993, from J. A. Livingston, 1997)
Flavell (1976) describes metacognition as - "Metacognition refers to one's knowledge concerning one's own cognitive processes or anything related to them, e.g., the learning-relevant properties of information or data. For example I am 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". (Flavell, 1976, p 232, from: TIPs concepts) Another definitive description is - "Metacognition has been defined as the knowledge or awareness of cognitive processes and the ability to use self-regulatory mechanisms to control these processes (Eggen & Kauchak, 1997)". (Regine M. Shia, undated) Metacognitive regulation of cognitive strategies consists in planning and monitoring such strategies as well as checking the outcomes to assess their efficiencies within the learning process.
Flavell divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables. The three categories of knowledge are briefly explained hereunder.
Knowledge of person variables include general knowledge of how humans learn and process information as well as individual knowledge of one's own learning ...Download file to see next pagesRead More
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