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Nelson and Narens proposed a theoretical framework for understanding metacognition and metamemory. [2] In this framework there are two levels: the object level (for example, cognition and memory) and the meta level (for example, metacognition and metamemory). Information flow from the meta level to the object level is called control, and ...
The theory of metacognition plays a critical role in successful learning, and it's important for both students and teachers to demonstrate understanding of it. Students who underwent metacognitive training including pretesting, self evaluation, and creating study plans performed better on exams. [ 28 ]
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 .
Metacognition can take many forms, such as reflecting on one's ways of thinking, and knowing when and how oneself and others use particular strategies for problem-solving. [ 55 ] [ 56 ] There are generally two components of metacognition: (1) cognitive conceptions and (2) cognitive regulation system.
Self-regulation is an important construct in student success within an environment that allows learner choice, such as online courses. Within the remained time of explanation, there will be different types of self-regulations such as the focus is the differences between first- and second-generation college students' ability to self-regulate their online learning.
An important aspect of fallacies is that they seem to be rationally compelling on the first look and thereby seduce people into accepting and committing them. [69] Whether an act of reasoning constitutes a fallacy does not depend on whether the premises are true or false but on their relation to the conclusion and, in some cases, on the context.
Piaget stated that "hypothetico-deductive reasoning" becomes important during the formal operational stage. This type of thinking involves hypothetical "what-if" situations that are not always rooted in reality, i.e. counterfactual thinking. It is often required in science and mathematics. Abstract thought emerges during the formal operational ...
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.