Metacognition: An Overview (Summary)

Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Metacognition enables us to be successful learners, and has been associated with intelligence. Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control.

"Metacognition" is often simply defined as "thinking about thinking." In actuality, defining metacognition is not that simple, there is much debate over exactly what metacognition is. The term "metacognition" is most often associated with John Flavell . According to him, metacognition consists of both metacognitive knowledge and  metacognitive experiences or regulation.

•     Metacognitive knowledge:

refers to acquiredknowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories:

1.    Knowledge of person variables: Refers to general knowledge about how human beings learn and process information, as well as individual knowledge of one's own learning processes. For example, you may be aware that your study session will be more productive if you work in the quiet library rather than at home where there are many distractions.

2.    Knowledge of Task variables:  Include knowledge about the nature of the task as well as the type of processing demands that it will place upon the individual. For example, you may be aware that it will take more time for you to read and comprehend a science text than it would for you to read and comprehend a novel.

3.  Knowledge Strategy variables:  include knowledge about both cognitive and metacognitive strategies, as well as conditional knowledge about when and where it is appropriate to use such strategies.

• Metacognition Regulation:

Metacognitive strategies are sequential processes that one uses to control cognitive activities, and to ensure that a cognitive goa  has been met. These processes help to regulate and oversee learning, and consist of planning and monitoring cognitive activities, as well as checking the outcomes of those activities.

For example, after reading a paragraph in a text learner may question herself about the concepts discussed in the paragraph. Her cognitive goal is to understand the text.  Metacognitive comprehension strategy is self-questioning to ensure that the cognitive goal of comprehension is met.

•   Cognitive vs. Metacognitive Strategies:

Most definitions of metacognition include both knowledge and strategy components.  One major issue involves separating what is cognitive from what is metacognitive. What is the difference between a cognitive and a metacognitive strategy?

Cognitive strategies are used to help an individual achieve a particular goal (e.g., understanding a text)

metacognitive strategies are  used to ensure that the goal has been reached (e.g., quizzing oneself to evaluate one's  understanding of that text).

Metacognitive and cognitive strategies may overlap in that the same strategy, such as questioning, could be regarded as either a cognitive or a metacognitive strategy depending on what the purpose for using that strategy may be. For example, you may use aself-questioning strategy while reading as a means of obtaining knowledge (cognitive), or as a way of monitoring what you have read (metacognitive). Because cognitive and metacognitive strategies are closely intertwined and dependent upon each other.

• Metacognition and Intelligence:

Metacognition, or the ability to control one's cognitive processes has been linked to intelligence. Sternberg refers to these executive processes as "metacomponents" in his triarchictheory of intelligence. Metacomponents are executive processes that control other cognitive components as well as receive feedback from these components. These executive processes involve planning, evaluating and monitoring problem-solving activities. Sternberg maintains that the ability to appropriately allocate cognitive resources, such as deciding how and when a given task should be accomplished, is central to intelligence.

•  Metacognition and Cognitive Strategy Instruction:

Although most individuals of normal intelligence engage in metacognitive regulation when confronted with an effortful cognitive task. Those with greater metacognitive abilities tend to be more successful in their cognitive endeavors. The good news is that individuals can learn how to better regulate their cognitive activities. Most often, metacognitive instruction occurs within Cognitive Strategy Instruction programs.

Cognitive Strategy Instruction (CSI) is an instructional approach which emphasizes the development of thinking skills and processes as a means to enhance learning. The objective of CSI is to enable all students to become more strategic, self-reliant, flexible, and productive in their learning endeavors. CSI is based on the assumption that there are identifiable cognitive strategies.

Metacognition enables students to benefit from instruction and influences the use and maintenance of cognitive strategies; the most effective involve providing the learner with both knowledge of cognitive processes and strategies, and experience or practice in using both cognitive and metacognitive strategies and evaluating the outcomes of their efforts.