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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 ]
As a result, the brain adapts to the challenge of reading. The process of reading involves most of the brain, especially an interconnection between visual areas and language areas; but also neural systems related to action, emotion, decision-making, and memory. [2] [3] The science of reading (SOR) is the discipline that studies reading. [4]
Metacognitive therapy (MCT) is a psychotherapy focused on modifying metacognitive beliefs that perpetuate states of worry, rumination and attention fixation. [1] It was created by Adrian Wells [2] based on an information processing model by Wells and Gerald Matthews. [3] It is supported by scientific evidence from a large number of studies. [4] [5]
Through her research, Brown and her colleagues hypothesized that some metacognitive strategies, such as general problem solving routines like summarizing and self-testing, had advantages over other strategies i.e. mnemonic instruction. Instead of recalling relative meaningless material, studies moved towards connecting the material, which ...
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 ...
He was an essential contributor to research on the nature of the reading process together with researchers such as George Armitage Miller, Kenneth S. Goodman, Paul A. Kolers, Jane W. Torrey, Jane Mackworth, Richard Venezky, Robert Calfee, and Julian Hochberg. [4] Smith and Goodman are founders of whole language approach for reading instruction. [5]
Flavell is known for his research into metacognition and the child's theory of mind; he is credited for coining the term metacognition, [10] [11] and as the founder of metacognition theory. [12] [13] He has also published widely on children's developing understanding of the distinction between appearance and reality.
His concept of reading as an analogue to language development has been studied by brain researchers such as Sally Shaywitz, who rejected the theory on the grounds that reading does not develop naturally in the absence of instruction. Despite this, the theory continues to receive support from some scholars.