Term
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Definition
People's awareness and understanding of their own thinking and learning processes, as well as their regulation of those processes to enhance their learning and memory.
- Metacognition guides information processing and monitors the effectiveness of various strategies being applied to the task at hand. |
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Term
| What does metacognition include? |
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Definition
1. Knowing that one's own learning and memory capabilities.
2. Knowing which learning strategies are effective and which are not.
3. Planning a viable approach to a new learning task.
4. Tailoring learning strategies to the circumstances.
5. Monitoring one's present knowledge state.
6. Knowing effective strategies for retrieval of previously stored information. |
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Term
| How is the process of metacognition consistent with social cognitive theorists' notion of self-regulation? |
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Definition
| It provides the mechanism through which people begin regulate one aspect of their lives. |
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Term
| What is the process of effective learning? |
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Definition
| Setting goals, choosing learning strategies that are likely to help one achieve those goals, and then evaluating the results of one's efforts. |
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Term
| Where does self-regulated learning develop from? |
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Definition
| From opportunities to engage in independent, self-directed learning activities appropriate for the age-group. It also has roots in socially regulated rlearning. |
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Term
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Definition
| An adult and one or more children share responsibility for directing the various aspects of the learning process. |
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Term
| Learning (study) strategy |
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Definition
| the intentional use of one or more cognitive processes to accomplish a particular learning task. |
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Term
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Definition
| a process of relating new material to knowledge already stored in long-term memory. |
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Term
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Definition
| a process of using prior knowledge to interpret and expand on the material. |
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Term
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Definition
finding connections and interrelationships within a body of new information.
1. Creating an outline.
2. Graphic representations.
3. Concept maps. |
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Term
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Definition
| Note taking keeps students' attention on the subject matter, facilitates encoding of the material, and they serve as a form of concrete external storage for information. |
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Term
| What can help students identify important information? |
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Definition
| The various signals presented in a lecture or textbook can help students discriminate between information. |
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Term
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Definition
Students can learn and remember new material more effectively when they create a summary of it.
1. Identify or invent a topic sentence.
2. Identify superordinate concepts or ideas.
3. Find supporting information.
4. Delete trivial information. |
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Term
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Definition
| Students check themselves periodically to be sure they're understanding and remembering what they hear in class or read in a textbook. |
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Term
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Definition
| Students are often ignorant about what they know and don't know, and they may think they understand something they actually misunderstand. |
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Term
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Definition
| Students formulate questions before a lesson or reading assignment and then try to answer the question as they go along. |
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Term
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Definition
Devices that facilitate learning and memory of many forms of hard-to-remember material.
1. Verbal mediation
2. Visual imagery
3. Superimposed structures |
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Term
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Definition
| two words or ideas are associated by a word or phrase (the verbal mediator) that connects them |
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Term
| Method of loci (Visual imagery) |
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Definition
| translate each key point into some sort of concrete, observable and form a visual image of each successive key point located at a particular landmark along the route. |
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Term
| Pegword method (Visual imagery) |
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Definition
| consists of using a well-known or easily learned list of items that then serves a series of pegs on which another list is "hung" through visual imagery. |
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Term
| Keyword method (Visual imagery and verbal mediation) |
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Definition
1. Identifying an English word or phrase (the keyword) that sounds similar to the foreign word.
2. Forming a visual image of the English sound-aike word with the English meaning.
i.e. das pferd --> Ford --> a horse driving a Ford. |
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Term
| Superimposed meaningful learning |
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Definition
| the learner imposes a simple structure on the body of information to be learned. |
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Term
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Definition
They involve behaviors we can actually see.
1. Outlining
2. Taking notes
3. Writing summaries |
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Term
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Definition
They're internal mental processes we often can't see.
1. Elaborating
2. Identifying important information
3. Monitoring comprehension |
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Term
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Definition
| which includes increasingly complex understandings of their own and others' mental states. |
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Term
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Definition
are pulled together into cohesive, although not necessarily accurate, personal theories about human learning and cognition.
- Cultural differences in learners' epistemic beliefs: in the US are more likely to question the validity of an authority figure's claims than are students in the Far East. |
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Term
| What are the effects of epistemic beliefs? |
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Definition
1. Certainty of knowledge: when students believe that knowledge is fixed, they're apt to jump to inaccurate conclusions vs. when students believe that knowledge is fluid, they are aware that things evolve and there might not be a definite right or wrong answer.
2. Simplicity and structure of knowledge: students who believe that knowledge is a complex set of interrelated ideas, they engage in meaningful learning when they study vs. students who believe knowledge is simply do not work as hard.
3. The source of knowledge: students who believe that knowledge is self-constructed engage in learning activities vs. students who believe that knowledge comes from authoritative figure are less likely to engage in such activities.
4. Criteria for determining truth: when students judge ideas on their logical and scientific merit, they're apt to think critically vs. students who take things as they come, they do not think critically.
5. Regarding the speed of learning: students who believe that learning is a gradual process take time to learn and have a variety of strategies as they study.
6. The nature of learning ability |
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Term
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Definition
| when a learner is actively and consciously engaged in cognitive and metacognitive activities directed specifically at thinking about and learning something. |
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Term
| Why students don't always use effective strategies? |
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Definition
1. Students are uninformed or misinformed about effective strategies.
2. Students have epistemic beliefs that lead them to underestimate or misrepresent a learning task.
3. Students mistakenly believe that they're already using effective strategies.
4. Students have little relevant prior knowledge on which they can draw.
5. Assigned learning tasks don't led themselves to sophisticated strategies. |
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