On the Proposed Role of Metacognition in Environment Learning: Recommendations for Research

Autor/inn/en	Mason, Lauren A.; Thomas, Ayanna K.; Taylor, Holly A.
Titel	On the Proposed Role of Metacognition in Environment Learning: Recommendations for Research
Quelle	In: Cognitive Research: Principles and Implications, 7 (2022), Artikel 104 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mason, Lauren A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s41235-022-00454-x
Schlagwörter	Metacognition; Environment; Learning Theories; Learning Motivation; Role + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Umwelt; Learning theory; Lerntheorie; Motivation for studies; Lernmotivation; Rollen
Abstract	Metacognition plays a role in environment learning (EL). When navigating, we monitor environment information to judge our likelihood to remember our way, and we engage in control by using tools to prevent getting lost. Yet, the relationship between metacognition and EL is understudied. In this paper, we examine the possibility of leveraging metacognition to support EL. However, traditional metacognitive theories and methodologies were not developed with EL in mind. Here, we use traditional metacognitive theories and approaches as a foundation for a new examination of metacognition in EL. We highlight three critical considerations about EL. Namely: (1) EL is a complex process that unfolds sequentially and is thereby enriched with multiple different types of cues, (2) EL is inherently driven by a series of ecologically relevant motivations and constraints, and (3) monitoring and control interact to support EL. In doing so, we describe how task demands and learning motivations inherent to EL should shape how metacognition is explored. With these considerations, we provide three methodological recommendations for investigating metacognition during EL. Specifically, researchers should: (1) instantiate EL goals to impact learning, metacognition, and retrieval processes, (2) prompt learners to make frequent metacognitive judgments and consider metacognitive accuracy as a primary performance metric, and (3) incorporate insights from both transfer appropriate processing and monitoring hypotheses when designing EL assessments. In summary, to effectively investigate how metacognition impacts EL, both ecological and methodological considerations need to be weighed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01