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Metacognition and self directed learning. Metacognition is an awareness of one's thought ... Maladaptive use of metacognitive skills in response to stress can ...
Like the more skills-based approaches of information literacy, metaliteracy encourages the use of a variety of new and emerging technologies. It also incorporates related literacies such as visual literacy, digital literacy, media literacy, and transliteracy, and promotes metacognitive reflection as an empowering practice for learners ...
Metamemory or Socratic awareness, a type of metacognition, is both the introspective knowledge of one's own memory capabilities (and strategies that can aid memory) and the processes involved in memory self-monitoring. [1] This self-awareness of memory has important implications for how people learn and use memories.
Self-regulated learning (SRL) is one of the domains of self-regulation, and is aligned most closely with educational aims. [1] Broadly speaking, it refers to learning that is guided by metacognition (thinking about one's thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn.
Meta-learning is a branch of metacognition concerned with learning about one's own learning and learning processes. The term comes from the meta prefix's modern meaning of an abstract recursion , or "X about X", similar to its use in metaknowledge , metamemory , and meta-emotion .
Students assuming a critical role monitor others in cooperative activities and draw conclusions based on the problem-solving activities. Articulation is described by McLellan [ 8 ] as consisting of two aspects: separating component knowledge from skills to learn more effectively, and more commonly verbalizing or demonstrating knowledge and ...
Metacognition is conceptualized as an individual's knowledge and regulation over one's own cognition. [73] Individuals high in metacognitive awareness are skilled at monitoring their progress towards goals, identifying their strengths and weaknesses, and adjusting their learning strategies accordingly to achieve favorable outcomes. [74]
Ann Lesley Brown (1943–1999) was an educational psychologist who developed methods for teaching children to be better learners. Her interest in the human memory brought Brown to focus on active memory strategies that would help enhance human memory and developmental differences in memory tasks.