Neuroeducation & Metacognition

Educational Neuroscience

Interdisciplinary research field that seeks to translate research findings on neural mechanisms of learning to educational practice & policy

Routes From Neuroscience to Education

Direct: brain as biological learning machine & sstudying the optimal condition for learning processes

Indirect: The neuroscience underlying mental processes that facilitate learning

Brain & Behaviour/Performance

Visible Results: Learning outcomes (behavioural performance)

Processes Leading to that Result: Psychological & physiological adaptation through NP

Underlying Source & Potential: Evolution, Genetics, Epigenetics, Nature & Nurture

Challenges in Applying Educational Neuroscience in Educational Systems

Measurement: education outcomes are complex/multifaceted

Validity: lab results do not always transfer to the real world (classroom)

Communication: Lack of effective channels between neuroscientists and educators

Neuromyths: misinformation & misuse of neuroscientice information

Default Mode Network

Neurocognitive network that is preferentially activated when we mind-wander

Heavily involved in self reflection & social cognition

Intrinsic Processing

Executive Control Network

Task/stimulus driven network

Heavily involved in executive functioning

Extrinsic Processing

Metacognition

Ability to monitor and control cognitive processes

Positively correlated with academic performances

Metacognitive Judgement

Neural basis of introspective judgements about one’s own cognition

Meta-Control

Neural basis of higher-order functions that monitor & control lower cognitive processes as they happen

Executive functions are considered meta-control

Online Metacognition

Happens in the present

On. Meta-Knowledge: Awareness of our cognitive processes while we are actively engaged in task

On. Meta-Control: Ability to regulate cognitive processes during active engagement in a task

Offline Metacognition

About the past or future

Of. Meta-Knowledge: Awareness of cognitive processes during active engagement in a task

Of. Meta-Control: Ability to regulate out cognitive processes during offline activites

Metacognition Over Time

Meta-knowledge emerges around 5 y/o

Meta-control at 8

Meta knowledge & meta control develop into adolescence

Metacognition Over Time (p2)

Believed to be domain-dependent at first, transitions to be domain-independent due to accumulating knowledge and experience and domain-connections

Metacognitive Judgement Sensitivity

Assessment of meta-knowledge based on confidence vs accuracy

Larger distance between curves = higher sensitivity

+confidence and +correctness WITH -confidence and -correctness = high metacognitive sensitivity

Mind Wandering & Metacognition

No! MW is part of cognitive processing

Creative generation is a part of spontaneous thought, creative evaluation is achieved through metacognition

Creativity, Metacognition, and Spontaneous Thought Processes

Generating Ideas: online MC is inhibited to allow spontaneous thought (DMN) during generative phase

Evaluating Ideas: MC and DMN are co-activated to identify fruitful outcomes from the generation phase and direct thinking towards subsequent generation phases

Metacognitive Awareness Inventory

Widely used gauge of metacognition

Declarative Knowledge

• Knowing myself as a learner

• Understanding the task

• Awareness of learning strategies

Procedural Knowledge

• Knowing how to use learning strategies

Conditional Knowledge

• Understanding when and why to use specific strategies