This article considers the cognitive architecture of human meta-reasoning: that is, metacognition concerning one's own reasoning and decision-making. The view we defend is that meta-reasoning is a cobbled-together skill comprising diverse self-management strategies acquired through individual and cultural learning. These approximate the monitoring-and-control functions of a postulated adaptive ...

Citation: Kanzaki N, Kubota K and Nakagawa A (2018) Relations between Temperament and Metacognition and Frames of Reference in Behaviors in Public Situations in Early and Middle Adolescence: An Analysis of Age Stages. Front. Educ. 3:6. doi: 10.3389/feduc.2018.00006 relations between Temperament and Metacognition and Frames of reference in Behaviors in Public situations in early and Middle adole...

Various disciplines have examined the many phenomena of metacognition and have produced numerous results, both positive and negative. I discuss some of these aspects of cognition about cognition and the results concerning them from the point of view of the psychologist and the computer scientist, and I attempt to place them in the context of computational theories. I examine metacognition with ...

Metacognitive training techniques have been used successfully to improve children's problem-solving skills. The concept of metacognition needs further refinement, however, if it is to continue to be useful as an explanatory construct. Specifically, we argue that more attention needs to be paid to how metacognitive abilities are acquired, how this knowledge could be used to help improve the perf...

Why should researchers of cognition investigate metacognition? This chapter constitutes one answer to that question. Metacognition is simultaneously a topic of interest in its own right and a bridge between areas, e.g., between decisiorl making and Inemory, between learning and motivation, and between learning and cognitive development. Although the focus of this chapter is on the metacognitive...

In two semester-long studies, we examined whether college students could improve their ability to accurately predict their own exam performance across multiple exams. We tested whether providing concrete feedback and incentives (i.e., extra credit) for accuracy would improve predictions by improving students’ metacognition, or awareness of their own knowledge. Students’ predictions were almost ...