What is Metacognition?

Metacognition can be defined in various ways. Perhaps, one of the simplest ways of doing so is “Knowledge about and regulation of one’s cognitive processes in learning activities” (Veenman et al., 2006, p.3). This implies that metacognition can be understood as both: knowledge and ability; the knowledge we forge about our mental processes and the ability to regulate such processes.

How frequently do we reflect on the mental processes we experience while learning? Despite we may suspect we rarely engage in such activity, some everyday activities are examples of our engagement with metacognitive practices: evaluating how much we know about a certain topic, recognizing errors we committed and detecting lapses in our attention span are some common examples.

Why is it important?

It has long been suggested that intelligence plays a major role in academic performance. However, recent research has shown that engaging children in metacognitive practice might pose its very own benefits. Ohtani & Hisasaka (2018) suggest there are several different approaches through which the exercise of metacognition might enhance academic performance. Furthermore, besides the existence of multiple approaches, they suggest metacognition is “one of the most significant predictors of academic performance” (Ohtani & Hisasaka, 2018, p. 179).

In order to understand the relevance of metacognition throughout the learning experience, Dr. Young employs a metaphor which conceives the mind as a “warehouse” in which knowledge is stored . Is it relevant for the manager to know the state of the different storage units within the warehouse? Surely. In doing so, the manager could oversee and preside in a more efficient way. Similarly, learners benefit greatly from knowledge on their mental states, and being able to exert control over the processes which rule their learning experiences.

In the same way knowledge about the contents of the warehouse would increase the efficiency of its manager’s performance, as students develop metacognition they become increasingly capable of self-regulating their learning, which has multiple benefits to their academic outcomes.

How can we promote it?

Gaining knowledge and skills to regulate cognitive processes is a complex task. A condition which makes this even more complex, is the fact  we are building knowledge not on some exterior phenomenon, but on our own mental functions. As in any other attempt to master knowledge or skills, engaging learners in metacognitive practices must be understood as a process which is best served when practiced routinely.

A clear and effective way of promoting it is by exercising calibration, which “characterizes how aware individuals are of their own internal processes, for example of what they do and do not know” (Pieschl, 2009). One possible way of practicing this metacognitive skill is by providing students with accurate information which has been supervised by a more knowledgeable individual (e.g. a teacher). As the student becomes familiar with correct information, the encounter with incorrect information should trigger some type of conflict or challenge, which the student should be able to recognize. As any other skill, as students exercise it throughout the years , their capacity to recognize erroneous information and self-awareness of their knowledge becomes a naturalized component of their learning process.

Despite reflecting on our own thinking might seem simple and natural, metacognition is tightly linked to the psychological development of children. Thus, when promoting it, it is of utmost importance to work with a knowledgeable professional who can closely guide children through the exploration of metacognitive insights, while considering the particularities of their developmental stages.

References

Pieschl, S. (2009). Metacognitive calibration—an extended conceptualization and potential applications. Metacognition and Learning, 4, 3-31.

Ohtani, K., & Hisasaka, T. (2018). Beyond intelligence: A meta-analytic review of the relationship among metacognition, intelligence, and academic performance. Metacognition and Learning, 13, 179-212.

Veenman, M. V., Van Hout-Wolters, B. H., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and learning, 1, 3-14.