Metacognition Matters in Many Ways

Autor/in	Kuhn, Deanna
Titel	Metacognition Matters in Many Ways
Quelle	In: Educational Psychologist, 57 (2022) 2, S.73-86 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2021.1988603
Schlagwörter	Metacognition; Learning Processes; Cognitive Psychology; Role; Guidelines; Inhibition; Epistemology; Cognitive Processes; Interpersonal Relationship; Beliefs; Thinking Skills; Theory of Mind; Abstract Reasoning; Standards; Intellectual Development; Personality Traits; Scientific Research + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning process; Lernprozess; Kognitive Psychologie; Rollen; Richtlinien; Hemmung; Erkenntnistheorie; Cognitive process; Kognitiver Prozess; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Belief; Glaube; Denkfähigkeit; Abstraktes Denken; Denken; Standard; Mental development; Geistige Entwicklung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal
Abstract	The construct of metacognition appears in an ever increasing number and range of contexts in educational, developmental, and cognitive psychology. Can it retain its status as a useful construct in the face of such diverse application? Or is it merely an umbrella term for diverse mental phenomena that are loosely if at all connected? Here I argue for metacognition playing many diverse roles yet having key features that connect these in a shared framework. Proposed as central to this framework is the exercise of inhibitory cognitive control as a necessary condition for metacognitive competence. Also argued for is greater recognition of metacognition as a disposition, not just competence. As a disposition its foundations are epistemological, and its value and importance lie in supporting individuals' effective management of their own minds. This disposition puts them in maximum control of what they think and know and the processes they engage in to revise their beliefs, individually and in interaction with others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01