Reading is a major factor in communication and learning. Moruena Villan Explainer. What is educational metacognition? Metacognition is, put simply, thinking about one's thinking. More precisely, it refers to the processes used to plan, monitor, and assess one's understanding and performance. Metacognition includes a critical awareness of a one's thinking and learning and b oneself as a thinker and learner. Dongmei Zhuk Explainer. Why is working memory important? Working memory helps kids hold on to information long enough to use it.
Working memory plays an important role in concentration and in following instructions. Weak working memory skills can affect learning in many different subject areas including reading and math. Kiran Iffarth Explainer. What type of work is done in working memory? Working memory.
Working memory is a cognitive system with a limited capacity that is responsible for temporarily holding information available for processing. Working memory is important for reasoning and the guidance of decision-making and behavior.
Keenan Kenley Pundit. What is sensory memory in psychology? Sensory memory. Sensory information is stored in sensory memory just long enough to be transferred to short-term memory. Humans have five traditional senses: sight, hearing, taste, smell, touch. Sensory memory SM allows individuals to retain impressions of sensory information after the original stimulus has ceased. Roly Binder Pundit. What is implicit processing?
Implicit cognition refers to perceptual, memory, comprehension, and performance processes that occur through unconscious awareness. For example, when a patient is discharged after a surgery, the effects of the anesthesia can cause abnormal behaviors without any conscious awareness. Accordingly, research in metamemory is concerned with how individuals monitor and control learning and memory. Although thinking and writing about memory dates back to the ancient Greeks, formal scientific study of metamemory is a comparatively young endeavor that started to gain impetus in the s.
For example, a student who believes that he or she has fully mastered the content covered by an upcoming exam may cease further study. Given the presumption of a strong relationship between monitoring and self-regulation control of learning, researchers have focused on the accuracy of metamemory and proposed a number of accounts of judgment. Such theories have been informed by a diversity of methodological approaches and measures, many of which reflect the specific memory process being studied.
Findings from research on metamemory have significant implications for theoretical approaches to learning and understanding of consciousness and self-regulation. They also have applications in a variety of field settings, such as within education and eyewitness memory. Recent developments have sought to better situate research in metamemory within such applied contexts and to consider more complex experimental and statistical models of metamemory to better understand how multiple sources of information are integrated to inform judgment.
These developments underscore a central theme in the field, as new theoretical approaches are driven by refinements in methodology and measurement. Although there is only a single textbook devoted to metamemory, the field is characterized by a number of excellent reviews and overviews. Probably the most famous was penned by the American developmental psychologist John Flavell. His short treatise on metacognition, Flavell , framed it as a worthy field of study.
Flavell defined metacognition and outlined its key components, metacognitive knowledge and metacognitive experiences , establishing a delineation of metamemory research that carries forward to this day. However, although less well known outside of the field, one might also argue that the chapter Nelson and Narens on metacognition was similarly influential, if not more so. Most notably, Nelson and Narens addressed key conceptual issues related to the study of metacognition and proposed a more formal framework to guide research, highlighting the interplay of monitoring assessments and understanding of memory and control self-regulation of memory processes.
Moreover, their chapter addresses a key guiding assumption of all research in metacognition—namely, that monitoring processes are presumed to have a causal influence on control processes.
Nelson covered much of this ground several years later in an excellent review produced for a non-specialist audience. Dunning, et al. Perhaps the broadest view of the field can be found in Proust and Fortier , which includes contributions considering metacognition within communication and religion, as well as cross-cultural perspectives. For researchers in metamemory, Koriat remains one of the best single-chapter overviews of the field.
Bjork, R. Dunlosky, and N. Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology — DOI: Excellent overview of self-regulated learning, highlighting the information an individual must appreciate to be an effective learner and reviewing key data on illusions that often hinder understanding of learning.
Dunning, D. Heath, and J. Flawed self-assessment: Implications for health, education, and the workplace. Taken together, the here reviewed results foster the theory that metamemory biases constitute basic cognitive deteriorations and potential cognitive markers for the emerging psychotic state. This knowledge is not only important for further research about metacognitive biases within the pathogenesis of psychosis but also provides relevant clinical implications.
Prior research was able to demonstrate that treatment of metamemory biases, such as the metacognitive training for schizophrenia Moritz et al. In an individualized manner, this approach is currently about to be improved Schneider et al. Furthermore, a decreasing effect on delusional severity in patients who only partially responded to antipsychotic medication has been demonstrated Favrod et al.
Regarding the reviewed results, it seems reasonable to apply meta- cognitive treatments already to ARMS patients. Early treatment options can reduce subjective strain and symptom severity and possibly even prevent a transition to a fist psychotic episode. Both authors contributed substantially to the manuscript in conception, acquisition and interpretation of the data, in drafting and revising the work and in the final approval of the manuscript.
Both authors are accountable for all aspects of the work. The funders had no role in study preparation and realization or in the decision to publish. The other author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Andreou, C. Dopaminergic modulation of probabilistic reasoning and overconfidence in errors: a double-blind study. Bacon, E.
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