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Metacognitive control is an important skill in cognitive regulation, it is about focusing cognitive resources on relevant information. [25] Similarly, maintaining motivation to see a task to completion is also a metacognitive skill that is closely associated with the attentional control.
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 .
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.
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 ...
[57] [58] Research has shown that both components of metacognition play key roles in metaconceptual knowledge and learning. [59] [60] [58] Metamemory, defined as knowing about memory and mnemonic strategies, is an important aspect of metacognition. [61]
Numerical cognition is a subdiscipline of cognitive science that studies the cognitive, developmental and neural bases of numbers and mathematics.As with many cognitive science endeavors, this is a highly interdisciplinary topic, and includes researchers in cognitive psychology, developmental psychology, neuroscience and cognitive linguistics.
Where Mathematics Comes From: How the Embodied Mind Brings Mathematics into Being (hereinafter WMCF) is a book by George Lakoff, a cognitive linguist, and Rafael E. Núñez, a psychologist. Published in 2000, WMCF seeks to found a cognitive science of mathematics, a theory of embodied mathematics based on conceptual metaphor.
It is a notion that students must master the lower level skills before they can engage in higher-order thinking. However, the United States National Research Council objected to this line of reasoning, saying that cognitive research challenges that assumption, and that higher-order thinking is important even in elementary school.