Tag Archives: Regulation of Cognition

Metacognition in Psychomotor Development and Positive Error Cultures

In this blog post, Dr. Ed Nuhfer makes parallels between metacognitive awareness of academic learning to the more intuitive learning that occurs in the psychomotor domain (e.g. learning from mistakes when learning to ski or play tennis). He also highlights the powerful influence of a positive error culture, where people are encouraged to acknowledge and learn from errors rather than hide them.

To Test or Not to Test: That is the Metacognitive Question

This post by John Schumacher & Roman Taraban reviews their recent study of the testing effect that indicates that the benefits of retesting depended on student GPA. One hypothesis based on self-reported study strategies is that high GPA students already employ metacognitive approaches, while lower GPA students do not, which is why the teacher-enforced formative testing schedule most helps these lower GPA students.

Evidence for metacognition as executive functioning

Kristen Chorba and Chistopher Was explore the connections between work in neuroscience on executive function and pedagogical work on metacognition. Both processes serve similar functions (evaluation and problem-solving) and lead to activity in similar portions of the brain. Chorba and Was invite us to bring these two areas of research together and suggest that “executive functions and metacognition may be largely the same process.” What do you think?

Metacognition, Self-Regulation, and Trust

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Steven Fleisher shares some research on self-regulated learning, and some thoughts about the foundational importance of good teacher-student relationships to support metacognition. He claims that, “where clear structures are in place (i.e., standards) as well as support, social connections, and the space for trust to develop, students have increased opportunities for exploring how their studies are personally meaningful and supportive of their autonomy, thereby taking charge of their learning.”

A Mindfulness Perspective on Metacognition

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Chris Was considers the connection between mindfulness (e.g., “bringing attention to moment-to-moment experience”) and metacognitive practices (e.g., feelings of knowing, judgments about learning, judgments about knowledge). Contrary to the view that dissociates these two practices, Was argues that mindfulness is similar to a form intentional awareness involved in metacognition. While not interchangeable, metacognition and mindfulness have the potential to be mutually reinforcing.

Promoting general metacognitive awareness

This informative article by Gregory Schraw begins with a distinction between knowledge of cognition and regulation of cognition (lots of great references included), continues with a a discussion of generalization and a summary of some additional research that examines the relationship between metacognition and expertise (cognitive abilities), and finishes with several strategies that instructors can use to develop both metacognitive awareness… Read more »