EduPsych- Complex Cognitive Processses and Self-Regulation

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16 Terms

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Complex cognitive process

Processes in which learners go far beyond the specific information they learn

May include:

  • Applications to new situations

  • Problem solving

  • Creating a product

  • Critical evaluation

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Metacognition

Thinking about thinking

  • Encompasses knowledge and beliefs about cognitive processes

    • Thinking about thinking

    • Controlling thinking

    • Engaging in behaviors that facilitate thinking and learning

Metacognition and metacognitive awareness facilitate learning!

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Metacognitive awareness

  • Knowledge about thinking and knowing

    • Students with metacognitive awareness are likely to:

      • Use effective learning strategies

      • Have high achievement

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Young children (K-2) tend to:

  • Overestimate knowledge

  • Think learning is passive

  • Devote equal time to easy and challenging tasks

  • Believe that absolute truth about a given topic is “out there”

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Around grades 3-5, children:

  • Begin to see learning as active, constructive process

  • Increase in their ability to reflect on their thinking processes

  • Recognize that some challenging tasks require more time

  • Still believe in absolute truth “out there”

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Around grades 6-8, children:

  • Tend to believe that knowledge is collection of facts

  • Begin to see knowledge as subjective (e.g., awareness of multiple perspectives)

  • Do not tend to use effective learning/study strategies

  • Still use relatively ineffective strategies

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Around grades 9-12, students tend to recognize:

  • Learning takes time and practice

  • Certain strategies are appropriate/effective in given circumstances

  • Ideas should be evaluated and compared to evidence

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Learning strategies

Intentional approaches to learning and remembering

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Overt strategies

Specific behaviors (observable)

  • Require covert strategies to be effective

  • Creating calendars/schedules for learning and work

  • Asking questions when confused

  • Taking notes

  • Creating summaries

o = observable

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Covert strategies

Mental processes (internal, not observale)

  • Make overt strategies effective

  • Identifying important information

  • Regularly monitoring learning

    • Self-explanation

    • Self-questioning

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Illusion of knowing

Thinking a topic is mastered when it reallty isn’t

  • Common in students who don’t monitor comprehension

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What Factors Influence Whether Students Use Learning Strategies?

  • The nature of the task

    • Including students’ cognitive load at the time

    • How much are students being asked to memorize?

  • Recognition that current strategies are ineffective

  • Specific motives and goals

  • Instruction and guidance on effective strategy use

  • Epistemic beliefs

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Epistemic beliefs

  • Beliefs about the nature of knowledge and learning

  • Epistemic metacognition is also important

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Helping Students Develop Productive Epistemic Beliefs

  • Talk with students about how:

    • Knowledge involves not only knowing facts, concepts, and ideas but also understanding interrelationships among these things

    • Learning requires active construction of knowledge

    • Knowledge doesn’t always mean having clear-cut answers to difficult, complex issues

    • Knowledge sometimes involves critically evaluating evidence

    • Mastering a body of information or a complex skill often requires hard work and persistence

    • Collective knowledge is dynamic and evolving

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Metacognitive Strategies in the Digital Age

  • More than ever, students need to learn to:

    • Identify keywords to use in a search for particular information

    • Make good choices about paths and hotlinks to follow

    • Critically evaluate available information

    • Adjust goals and strategies as new information is gained

    • Identify when technology is a useful strategy

    • Compare, contrast, and synthesize information from multiple sources

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