Metacognition, the ability to assess one's own knowledge, has been targeted as a critical learning mechanism in mathematics education. Yet the early childhood origins of metacognition have proven difficult to study. Using a novel nonverbal task and a comprehensive set of metacognitive measures, we provided the strongest evidence to date that young children are metacognitive. We showed that chil...

Background: Metacognition influences the academic performance of medical students. The objective our study was to determine metacognitive awareness level students in different groups physiology course and develop a guideline on that basis provide support.Methods: A 52-items inventory (MAI) devised by Schraw Dennison used assess metacognition low (<70%), average (70-84%), high performing (&gt...

Metacognition and self-regulation are important for effective learning; but novices often lack these skills. Betty's Brain, a Smart Open-Ended Learning Environment, helps students develop metacognitive strategies through adaptive scaffolding as they work on challenging tasks related to building causal models of science processes. In this paper, we combine our previous work on sequence mining me...

Metacognition is thinking about thinking. There is considerable interest in developing animal models of metacognition to provide insight about the evolution of mind and a basis for investigating neurobiological mechanisms of cognitive impairments in people. Formal modeling of low-level (i.e., alternative) mechanisms has recently demonstrated that prevailing standards for documenting metacogniti...

Metacognition, defined either epistemologically as knowledge about knowledge or operationally as behavior about behavior (Koriat, 2007), presumably enables intelligent agents to self-referentially and, in social contexts (Bahrami et al., 2010, 2012), group-referentially monitor and control emotions, moods, perceptions, memories, reasoning, decisions, and actions. At an epistemological level of ...

Metacognition refers to thinking about thinking, reflecting self-awareness about one’s cognitive abilities. Metacognition has long been considered a core element of academic success because higher metacognitive ability allows individuals to be efficient learners. In reality, however, developments in our understanding of metacognition have not been adequate to support changes in educational prac...

Childhood aggression is often associated with significant psychosocial maladjustment; however, adjustment difficulties may vary based on the function of aggression. The present study used the Behavior Rating Inventory of Executive Function (BRIEF; Gioia et al. Child Neuropsychology 6:235– 238, 2000) to examine whether difficulties in particular domains of self-regulation serve as common mechani...

Research regarding the teaching of reading for English as a Foreign Language (EFL) and English as a Second Language (ESL) is still ongoing. This study focused on metacognitive reading strategies for these learners, first revisiting the concept of metacognition as proposed by Flavell, and then going on to explain reading strategies that require metacognitive skills within three knowledge dimensi...

Two studies were conducted to investigate measures of children’s metacognition. Experiment 1 presented two versions of a self-report inventory, the Jr. MAI, appropriate for assessing metacognition in children in grades 3–9. Factor analyses are interpreted that illustrate how the items measure components of metacognition. Experiment 2 further addressed properties of the two versions and compared...

Decision-making is usually accompanied by metacognition, through which a decision maker 14 monitors the decision uncertainty and consequently revises the decision, even prior to feedback. 15 However, the neural mechanisms of metacognition remain controversial: one theory proposes 16 that metacognition coincides the decision-making process; and another addresses that it entails 17 an independent...