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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. [ 1 ] [ 2 ] There are generally two components of metacognition: (1) cognitive conceptions and (2) cognitive regulation system.
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.
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]
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.
Participants used a variety of strategies to solve problems and did not always rely on the most effective strategies within their individual repertories. Kuhn and her colleagues discuss the importance of metacognitive abilities to reflect on one's knowledge and manage the choice of problem solving strategies in cognitive development.
The following outline is provided as an overview of and topical guide to thought (thinking): Thought is the object of a mental process called thinking, in which beings form psychological associations and models of the world. Thinking is manipulating information, as when we form concepts, engage in problem solving, reason and make decisions ...
Cognitive remediation therapy was adapted for anorexia nervosa by Professor Kate Tchanturia and colleagues at the Institute of Psychiatry, Psychology and Neuroscience to address the process rather than the content of thinking, thus helping patients to develop a metacognitive awareness of their own thinking style.
The metacognitions questionnaire is a self-report scale assessing different dimensions of metacognitive beliefs (beliefs about thinking). Examples of metacognitive beliefs are; "Worry is uncontrollable", "I have little confidence in my memory for words and names", and "I am constantly aware of my thinking".