This is the first issue of the new international journal Metacognition and Learning. Journal provides “A kaleidoscopic view on research into metacognition.” It is a great introduction to metacognition and includes ten issues “Which are by no means exhaustive.” Metacognition and Learning, 2006, Volume 1, Number 1, Page 3. Marcel V. J. Veenman, Bernadette H. A. M. Hout-Wolters, Peter Afflerbach… Read more »
This article contains findings from several different studies, and the “Findings indicated convergence of self-report measures of metacognition, significant correlations between metacognition and academic monitoring, negative correlations between self-reported metacognition and accuracy ratings, and positive correlations between metacognition and strategy use and metacognition and motivation.” Rayne A. Sperling, Bruce C. Howard, Richard Staley & Nelson DuBois (2004) Metacognition and Self-Regulated… Read more »
In Part 2 of 2, Self-assessment and the Affective Quality of Metacognition, Ed Nuhfer succinctly outlines the research on knowledge surveys, how these surveys can be used to develop metacognition, and why use knowledge surveys.
Antonio Gutierrez questions the assumption that conditional knowledge (e.g., when, why, where, and how a learning strategy applies) is related to calibration (e.g. self-monitoring, self-regulation). While the literature presupposes a link between them, Gutierrez calls on us to investigate the connection.
In Gregg Schraw’s (2009) chapter, Measuring Metacognitive Judgments, he artfully provides a taxonomy of calibration measures that attempt to assesses metacognitive judgment of learning. For more information, follow the hyperlink below. Schraw, G. (2009). Measuring Metacognitive Judgments. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.). Handbook of metacognition in education, 415. Friday, November 21, 2014
“This study examined the effect of strategy instruction and incentives on performance, confidence, and calibration accuracy. Individuals (N = 107) in randomly assigned treatment groups received a multicomponent strategy instruction intervention, financial incentives for high performance, or both. The authors predicted that incentives would improve performance, while strategy instruction would improve performance, confidence, and calibration accuracy as a result of… Read more »
Antonio Gutierrez explores some of the ways strategy training can be used to encourage metacognitive development. You might find the table summarizing metacognitive strategies and their relation to comprehension monitoring to be especially useful.
Beaman CP, Hanczakowski M and Jones DM (2014) The effects of distraction on metacognition and metacognition on distraction: evidence from recognition memory. Front. Psychol. 5:439. doi: 10.3389/fpsyg.2014.00439 http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00439/abstract (open source full text) According to the authors (p. 11), “The results documented in our study with free-report tests also reveal that effects of distraction do not end with impairing memory processes. Auditory distraction has… Read more »
Chris Was shares a thought-provoking post, Are Current MetacognitionMeasures Missing the Target? in which he shares some of his research efforts to measure metacognition. Importantly, his research indicates that “without attempting to understand the other factors (e.g., motivation) that impact students’ perceptions of their knowledge and future performance, we are not likely to be successful in our attempts… to examine or improve metacognition in our students.”
Norman Jackson (2004) offers a quick introduction to a cluster of related issues, including metalearning, self-regulation, reflection, and performance. Of note, five diagrams provide helpful visualizations of the various conceptual interrelationships. Jackson, N. (2004). Developing the concept of metalearning. Innovations in Education and Teaching International, 41(4), 391-403. Monday, March 31, 2014
http://files.eric.ed.gov/fulltext/ED486247.pdf Mary Huber and Pat Hutchings (2004) consider the value of integrative learning (e.g., to becoming a more motivated learner, a more nimble employee, a more responsible citizen, an educated person) and the role metacognition can play in making learning more integrative. They write, “Reflection. Metacognition. Learning how to learn. Whatever the language or lineage, the idea of making students… Read more »
http://homes.dcc.ufba.br/~claudiag/thesis/Thesis_Gama.pdf This thesis by Claudia Amado Gama provides a thorough overview of several models of metacognition, several metacognition assessment instruments, the design of instructional metacognitive activities, and how metacognition can be incorporated into interactive learning environments. It then focuses on the reflection assistant model, and describes an experimental study of the implementation of Metacognitive Instruction using a Reflective Approach in… Read more »