NSCI 140 - Neuroeducation & Metacognition

forebrain components

cerebrum, thalamus, hypothalamus

midbrain components

optic lobes, midbrain nuclei

hindbrain

cerebellum, pons, medulla oblongata

frontal lobe functions

voluntary motor activity, high-order cognition, planning, judgement, attention, perspective taking, etc.

parietal lobe functions

receiving and processing sensory input, perception of body awareness, spatial coordinate system

temporal lobe

auditory processing, affect/emotions processing, language processing, memory encoding

occipital lobe

visual reception and interpretation

brain stem

breathing, digestion, heart control, blood vessel control, alertness

cerebellum

balance, coordination, control of voluntary movement

main parts of the limbic system

thalamus, hypothalamus, amygdala, hippocampus

basal ganglia

a group of subcortical nuclei that play role in control of voluntary motor movements, procedural learning, habit learning, eye movements, cognition, emotion, motivation and reward system

direct neuroeducation

hte brain as a biological learning machine and studying the optimal condition for learning processes (‘brain health’)

indirect neuroeducation

the neuroscience underlying mental processes that facilitate learning

learning about the brain (context)

understanding the mechanisms underling human perception, feelings and behaviour can enhance self-awareness, and ownership over the learning process

learning the way our brain learns best (process)

translate neuroscience knowledge to educational practices that leverage neuroplasticity and the strength and style of each learner

default mode network (DMN)

intrinsic processing - predominantly located along cortical midline and is active during mind-wandering and reflection

executive control network

extrinsic processing - task/stimulus driven, goal oriented, executive functioning

metacognition

the ability to monitor and control one’s cognitive processes; correlated with academic processes

metacognitive judgement

the neural basis of introspective judgements about one’s own cognition

meta-control

the neural basis of higher-order functions that monitor and control lower cognitive processes as they happen. Executive functions are considered meta-control processes

online meta-knowledge

the awareness of our cognitive processes while we are actively engaged in a task

ex. judgement of learning performance

online meta-control

the ability to regulate cognitive processes during active engagement in a task

ex. changing learning strategy

offline meta-knowledge

the awareness of our cognitive processes in general (without being directly engaged in a task)

ex. what we know about how we learn and think in general

offline meta-control

our ability to regulate our cognitive processes during offline activities

ex. planning or reflecting on past performance

anterior cingulate cortex

part of limbic system that detects errors or uncertainty during task performance and signals the need for increased attention or cognitive control

improving offline metacognition before task

set goals, reflect on previous feedback, predict difficulty

improving online metacognition during task

monitor understanding, assess confidence, notice confusion

improving offline metacognition after task

evaluate performance, identify gaps in knowledge and confidence, revise strategies