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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.
Metacognition and self directed learning. Metacognition is an awareness of one's thought processes and an understanding of the patterns behind them. The term comes from the root word meta, meaning "beyond", or "on top of". [1]
As awareness of metaliteracy has spread, teachers have integrated it into a variety of contexts, including English as foreign language [12] and adapting information literacy assessment strategies to reflect metaliteracy's emphasis on metacognition. [13] In the acquisition of information in modern technology, metaliteracy is mentioned as a concept.
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.
It has been suggested that metacognition serves a self-regulatory purpose whereby the brain can observe errors in processing and actively devote resources to resolving the problem. It is considered an important aspect of cognition that can aid in the development of successful learning strategies that can also be generalized to other situations ...
Reciprocal teaching is an amalgamation of reading strategies that effective readers are thought to use. As stated by Pilonieta and Medina in their article "Reciprocal Teaching for the Primary Grades: We Can Do It, Too!", previous research conducted by Kincade and Beach (1996 ) indicates that proficient readers use specific comprehension strategies in their reading tasks, while poor readers do ...
Today, the most widely-accepted notion of the development of metalinguistic awareness is a framework that suggests it can be achieved through the development of two dimensions: analysed knowledge and cognitive control. [1]
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]