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Evaluating information-seeking approaches to metacognition

Current Zoology 2011年第4期57卷 531-542页

作者： Jonathon D. CRYSTAL Allison L. FOOTE Department of Psychological and Brain Sciences Indiana University Bloomington IN 47405 USA Department of Psychology University of Georgia Athens GA 30602 USA

metacognition has been divided into information monitoring and control processes. Monitoring involves knowing that you know or do not know some information without taking corrective action. Control involves taking corrective action based on the knowledge that you know or do not know some information. In comparative metacognition, considerable attention has been paid toward critically assessing putative evidence for information monitoring in non-human animals. However, less attention has been paid toward critically evaluating evidence for control processes in animals. We briefly review a critique of information-monitoring in animals. Next, we apply these concepts to a number of studies that focus on information seeking in animals. The main type of evidence for control processes in animals come from tube tipping experiments. Before having the opportunity to search for the bait in these experiments, the subject sometimes observes opaque tubes being baited but is sometimes prevented from seeing the baiting. The observations that the subjects look more if baiting was not seen and are more accurate if baiting was seen have been taken as evidence for metacognition in information-seeking experiments. We propose simple alternative hypotheses that are sufficient to explain putative evidence for information seeking in animals without positing metacognition. The alternative explanation focuses on two relatively simple principles： First, an animal has a default ＂look before you go＂ response which supersedes random searches in space. Second, spatially guided behavior follows a default rule of ＂go where something good is.＂ These principles can explain the results of tube tipping experiments without proposing metacognition [Current Zoology 57 （4）： 531-542, 2011].

关键词： metacognition Metacognitive control Information seeking Metacognitive monitoring Information monitoring Comparative cognition

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Promoting recovery from severe mental illness: Implications from research on metacognition and metacognitive reflection and insight therapy

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World Journal of Psychiatry 2018年第1期8卷 1-11页

作者： Paul Henry Lysaker Jay A Hamm Ilanit Hasson-Ohayon Michelle L Pattison Bethany L Leonhardt Department of Psychiatry Roudebush VA Med Ctr and the Indiana University School of Medicine Department of Psychiatry Indiana University School of Medicine Department of Psychiatry Eskenazi Health Midtown Community Mental Health Eskenazi Health Midtown Community Mental Health Department of Psychology Hasson-Ohayon I Bar Ilan Univ Dept Psychol Department of Psychology University of Indianapolis College of Applied Behavioral Sciences

Research indicates that individuals with schizophrenia recover. Recovery, however means different things to different individuals and regardless of what kind of experiences define recovery, the individual diagnosed with the serious mental illness must feel ownership of their recovery. This raises the issue of how mental health services should systematically promote recovery. This paper explores the practical implications for research on metacognition in schizophrenia for this issue. First, we present the integrated model of metacognition, which defines metacognition as the spectrum of activities which allow individual to have available to themselves an integrated sense of self and others as they appraise and respond to the unique challenges they face. Second, we present research suggesting that many with schizophrenia experience deficits in metacognition and that those deficits compromise individuals' abilities to manage their lives and mental health challenges. Third, we discuss a form of psychotherapy inspired by this research, Metacognitive Reflection and Insight Therapy which assists individuals to recapture the ability to form integrated ideas about themselves and others and so direct their own recovery. The need for recovery oriented interventions to focus on process and on patient's purposes, assess metacognition and consider the intersubjective contexts in which this occurres is discussed.

关键词： Schizophrenia Rehabilitation Self Psychosis metacognition Recovery Psychotherapy Social cognition

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metacognition in Solving Process of Basic Electric Circuit ProblemmComparison of Metacognitive Characteristics between Non-major and Major Students in Electric Engineering

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Computer Technology and Application 2013年第8期4卷 415-423页

作者： Atsuo Murata Yukio Ohta Graduate School of Natural Science and Technology Okayama University Okayama 700-8530 Japan

There are learners who cannot solve practical problems in spite of mastering basic scientific knowledge and formula necessary for the solution. One of the reasons might be attributed to the lack in metacognitive abilities. The aim of this study was to compare the metacognitive characteristics between non-major and major students in electric engineering and clarify the difference of metacognitive process between these two groups when solving basic problems of electronic circuit. In the experiment, the solving process was compared between non-major and major students in electric engineering using five basic problems. We found that the scores on prediction of result and confidence of own answer differed significantly between non-major and major students, and inferred that the difference of performance was due to the lack in metacognitive ability, especially the plan and the execution abilities. Both prediction of results and confidence of own answer were also found to play a significant role in effective problem solving as important components （subsystems） of metacognition.

关键词： metacognition plan execution prediction of result confidence of answer major and non-major in electric engineering.

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Role of metacognition in Mathematical Problem Solving Process of Permutations and Combinations--Basic Study for CAI Software Development

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Computer Technology and Application 2013年第6期4卷 296-306页

作者： Atsuo Murata Yukio Ohta Department of lntelligent Mechanical Systems Division of Industrial Innovation Sciences Graduate School of Natural Science andTechnology Okayama University Okayama 700-8530 Japan

When solving a mathematical problem, we sometimes encounter a situation where we can not reach a correct answer in spite of acquiring knowledge and formula necessary for the solution. The reason can be attributed to the lack in metacognitive abilities. Metacognitive abilities consist of comparing the difficulty of problem with own ability, proper plan of solution process, and conscious monitoring and control of solution process. The role and importance of metacognitive ability in mathematical problem solving of permutations and combinations was explored. Participants were required to solve five practical problems related to permutations and combinations. For each problem, the solution process was divided into：（1） understanding （recognition） of mathematical problem; （2） plan of solution; （3） execution of solution. Participants were also required to rate the anticipation whether they could solve it or not, and to rate the confidence of their own answer. According to the total score of five problems, the participants were categorized into the group of the high test score and the group of the low test score. As a result, at the plan and the execution processes, statistically significant differences were detected between the high and the low score groups. As for the rating on the anticipation of result and the confidence of own answer, no significant differences were found between both groups. Moreover, the relationship between the score of plan process and the score of execution process was statistically correlated. In other words, the more proper the plan process was conducted, the more proper solution the participants reached. In such a way, the importance of metacognitive ability in the solving process, especially the plan ability, was suggested.

关键词： Permutation and combination problem metacognition understanding plan execution CAI (computer assistedinstruction).

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Meta-SEE:Intelligent and Interactive Learning Framework for Software Engineering Education Based on Metaverse and metacognition

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计算机教育 2023年第12期 11-21页

作者： Jianguo Chen Mingzhi Mao Neng Zhang Leqiu Wang Zibin Zheng the School of Software Engineering Sun Yat-sen UniversityZhuhai519082China

With the rapid evolution of technology and the increasing complexity of software systems,there is a growing demand for effective educational approaches that empower learners to acquire and apply software engineering skills in practical *** paper presents an intelligent and interactive learning(Meta-SEE)framework for software engineering education that combines the immersive capabilities of the metaverse with the cognitive processes of metacognition,to create an interactive and engaging learning *** the Meta-SEE framework,learners are immersed in a virtual world where they can collaboratively engage with concepts and practices of software *** the integration of metacognitive strategies,learners are empowered to monitor,regulate,and adapt their learning *** incorporating metacognition within the metaverse,learners gain a deeper understanding of their own thinking processes and become self-directed *** addition,MetaSEE has the potential to revolutionize software engineering education by offering a dynamic,immersive,and personalized learning *** allows learners to engage in realistic software development scenarios,explore complex systems,and collaborate with peers and instructors in virtual spaces.

关键词： Interactive learning framework Metaverse metacognition Software engineering education

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Strategy, metacognition and Instruction in English Reading

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读与写(教育教学刊) 2012年第11期 4-5页

作者：汪卫红黄波中国地质大学

In language learning,in particular second language learning context,metacognition seems to be quite a buzzword ***,as a concept coined in psychology,it brings a series of challenges to language teachers who intend to concretize it in *** paper intends to illuminate classroom practitioners by detailing the evolution of this concept from learning strategy research,its framework as constructed in language learning area,and the practice of implementing metacognitive instruction in English reading courses.

关键词： metacognition metacognitive instruction English reading

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A LONGITUDINAL STUDY OF metacognition IN EFL WRITING OF CHINESE UNIVERSITY STUDENTS

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Chinese Journal of Applied Linguistics 2008年第2期31卷 87-92,129页

作者：吴红云中国人民大学外国语学院

国内外学者对元认知的构成及其发展性问题,还存在诸多的争议。本研究历时十个月,交叉使用问卷、周记和写作测试等研究工具。研究对象包括实验组和对照组共118名大学英语学习者。研究结果表明,写作元认知由元认知策略、元认知评估和元认... 详细信息

国内外学者对元认知的构成及其发展性问题,还存在诸多的争议。本研究历时十个月,交叉使用问卷、周记和写作测试等研究工具。研究对象包括实验组和对照组共118名大学英语学习者。研究结果表明,写作元认知由元认知策略、元认知评估和元认知体验三大要素构成,而且,正式的写作元认知课堂教有利于加强学习者的元认知意识,并促进学习者写作能力的提高。

关键词： metacognition EFL writing longitudinal study

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Training Low-Achiever EFL Learners with Metacognitive Strategy Training for Effective Vocabulary Retention

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Journal of Literature and Art Studies 2024年第6期14卷 420-435页

作者： Ebru Eylem Geckil Maroney University of Nizwa NizwaOman

There is ample research on the vocabulary learning strategies used by EFL and ESL ***,many researchers have attempted to discern the effectiveness of teaching vocabulary learning strategies ***,the impact of using metacognitive strategies along with vocabulary learning strategies on weak language learners has not been *** aim of this paper is to report on the effects of training low-achiever English as a foreign language learners with vocabulary learning strategies along with metacognitive strategies on vocabulary *** B1 level groups of students were assigned as treatment and control groups at a university in Istanbul,Turkey.A Vocabulary Strategy Use Survey was given to identify the vocabulary strategy use of the subjects at the outset of the *** treatment group was trained on vocabulary learning strategies combined with metacognitive strategy *** control group studied the same words without any training.A vocabulary test was administered to both groups as a post-test and the results were *** findings of the Post-Test demonstrated that training weak language learners with vocabulary learning strategies along with metacognitive strategies has a positive impact on helping these learners increase their lexical knowledge,as the experimental group scored higher on the post-test compared to the control group.

关键词： metacognition vocabulary learning vocabulary learning strategies metacognitive strategies

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Thinking about worry:A systematic review and meta-analysis on the assessment of metacognitions in children and adolescents

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World Journal of Psychiatry 2021年第9期11卷 635-658页

作者： Laura M Kocher Kai Schneider Hanna Christiansen Department of Psychology University of MarburgMarburg 35037Germany Department of Clinical Child and Adolescent Psychology University of LandauLandau 76829Germany

BACKGROUND The metacognitive model of generalized anxiety disorder identifies three forms of metacognition:Positive metacognitive beliefs about worry(POS),negative metacognitive beliefs about worry(NEG),and *** this model was originally developed relying on adult samples,it has since been applied to children and youth in different studies,and results mostly support its validity for this *** the roles of POS,meta-worry,and age-effects do not appear to be fully clarified for children and adolescents yet,an integration of studies on children and adolescents and the metacognitive model is both timely and *** To summarize the current research on relationships,age-effects,and measurements for POS,NEG,and meta-worry in childhood and *** We carried out a literature search in the electronic databases PsycINFO,PubMed,PSYNDEX,and ERIC in 2017 and updated in *** research in German or English language on metacognition was included with child and adolescent samples diagnosed with anxiety disorders or healthy controls if POS,NEG,or meta-worry were *** were included for meta-analysis if they reported correlations between these metacognitions and anxiety or *** rating for eligibility was done for 20.89% of full-texts with 90.32% *** of bias was assessed with the appraisal tool for cross-sectional studies and consensus rating of appraisal tool for cross-sectional studies for 20.83% of included studies attaining agreement of intraclass correlation=***,correlations between metacognitions,anxiety and worry were calculated with RevMan 5.4.1,assuming random-effects ***-regressions with mean age as the covariate were performed via the online tool MetaMar ***-ID:*** Overall,k=763 records and k=78 additional records were *** those,k=48 studies with 12839 participants were included and of those,k=24 studies were included for *** studie

关键词： metacognition Anxiety Child Adolescent Measures Meta-analysis

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Temporal dynamics of mental impasses underlying insight-like problem solving

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Science China(Life Sciences) 2013年第3期56卷 284-290页

作者： SHEN WangBing LIU Chang YUAN Yuan ZHANG XiaoJiang LUO Jin Lab of Cognitive Neuroscience and School of Psychology Nanjing Normal University Beijing Key Laboratory of Learning and Cognition Capital Normal University Key Laboratory of Mental Health Institute of PsychologyChinese Academy of Sciences

Insight problem solving is characterized by mental impasses,states of mind in which the problem solver does not know what to do *** many studies have investigated the neural correlates of insight problem solving,however,the question when mental impasses occur during insight problem solving has been rarely *** present study adopted high temporal resolution ERPs to investigate the temporal dynamics of an impasse underlying insight problem *** locked ERPs were recorded associated with problems with impasses(PWI) and problems without impasses(POI).The problem types were determined by participants' subjective *** results revealed an early frontocentral P2 was linked with the preconscious awareness of mental impasses and a P3a was associated with fixed attention when the impasse *** findings suggest the impasse may occur initially at a relatively early stage and metacognition plays an important role in insight problem solving.

关键词： insight problem solving metacognition mental impasse event-related potential (ERP) P200

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