C&L UNIT : Metacognition

Cognitive & Learning

Metacognition

Thinking about one's own thinking; the awareness and regulation of one’s cognitive processes.

Flavell (1976)

Introduced the concept of metacognition and described it as knowledge about one’s own cognitive processes.

Metacognitive Knowledge

What we know about our own learning, including person, task, and strategy variables.

Person Variables

Knowledge about oneself as a learner (e.g., strengths, weaknesses).

Task Variables

Knowledge about the nature and requirements of a task.

Strategy Variables

Knowledge about strategies and when to apply them.

Metacognitive Regulation

The control and orchestration of cognitive activities during learning (e.g., planning, monitoring, evaluating).

Declarative Knowledge

Knowing what—facts about oneself as a learner.

Procedural Knowledge

Knowing how—how to apply learning strategies.

Conditional Knowledge

Knowing when and why to use strategies effectively.

Metamemory

Awareness and control over one's own memory system and strategies.

Metacomprehension

Ability to monitor and judge one’s own understanding of text or content.

Planning

Setting goals and deciding how to approach a learning task.

Monitoring

Tracking one's own understanding and progress during a task.

Evaluation

Reflecting on performance and the effectiveness of strategies used.

Self-Regulated Learner

A learner who actively plans, monitors, and evaluates their own learning.

Sternberg’s Metacomponents

Higher-order processes for planning, monitoring, and evaluating cognition in his Triarchic Theory of Intelligence.

Ann Brown’s Two Dimensions

(1) Knowledge of cognition and (2) Regulation of cognition.

King’s Metacognitive Questions

A framework for guiding students through planning, monitoring, and evaluating during problem-solving.

Metacognitive Experience

Real-time awareness or feelings that occur during a cognitive task (e.g., "aha!" moments, confusion).