| 词汇 | example_english_metacognitive |
| 释义 | Examples of metacognitiveThese examples are from corpora and from sources on the web. Any opinions in the examples do not represent the opinion of the Cambridge Dictionary editors or of Cambridge University Press or its licensors. His focus has been on the cognitive and metacognitive strategies used by learners during writing tasks. First language and second language wr iting: the role of linguistic knowledge, speed of processing, and metacognitive knowledge. The results suggested that the use of cognitive and metacognitive strategies had a positive relationship to the reading test perfor mance. Students who used the metacognitive strategies of self-evaluation and effective organization performed comparatively well in the test. The study found that the students preferred to use metacognitive strategies most, whereas they showed the least use of affective and memory strategies. What needs to be investigated then is whether metacognitive instruction can alter learner beliefs. Metacognitive activities, however, may be redescribed in metarepresentational, mentalistic terms in species endowed with a theory of mind. However, all tasks should be grounded in the same metacognitive cycle. One difficulty is that the word is relatively late-emerging and infrequent, indicating a metacognitive level of understanding. Modeling the relationships between test takers' reported cognitive and metacognitive strategy use and performance on language tests. Individual differences in rationality are largely due to differences in developmental progress toward metacognitive understanding of both heuristic and rule-based inferences. Such techniques should help clarify aspects of metacognitive processing and the flow of control between dual systems during reasoning. First, it seems to be possible to complete the experimental task without going metacognitive. Control refers to a decision that the metacognitive system makes based on the output of the monitoring system. One problem is that children have often been given uncertainty-monitoring tasks that are difficult and verbal and that may underestimate their metacognitive capacities. Marino asked directly whether the responses by animals that look metacognitive would work without declarative consciousness. The reports are metacognitive, but they are not clear evidence that the initial tasks were completed metacognitively. The conjecture that any nonhuman animals have metacognitive ability is, therefore, tenuous. Most commentators endorsed the metacognitive interpretation while raising interesting questions about consciousness and self-awareness. The problem is that one cannot interpret the animal's "metacognitive" performance in a vacuum. Students need repeated and systematic exposure to the same sequence of metacognitive strategies used by skilled listeners. Our task, as learners, is much lightened of metacognitive load because these tools have already been constructed for us. Thus, given metacognitive-like performances by animals, there is a 100-year-old urge to knock them down, to dismiss them as low-level associative phenomena. Such a "metacognitive stance" implausibly assumes that metacognition arose in evolution before, or at least in parallel with, sensory consciousness. Finally, with respect to the involvement of metacognitive skills, our study did not include direct measures of metacognitive abilities. Together, these findings contribute to the notion that homonym interpretation involves constraints on word learning that involve reliance on context and essential metacognitive skills. Student responses on both instruments were correlated to determine any possible relationship between the three types of motivation and the metacognitive listening strategies. The results revealed metacognitive, cognitive and compensation as the most frequently used strategies overall. The effect of metacognitive strategy training on reading comprehension and metacognitive knowledge. Among students, there seemed to be a lack of clarity about strategy and a lack of focus on metacognitive strategies in particular. The documentation of planning and other metacognitive strategies in this line of work has been possible through the use of retrospection. The more skilled listeners used more metacognitive strategies, especially comprehension monitoring, than did their less skilled peers. Humans' metacognitive performance in this task thus provided a good comparative target to which monkeys' performance could be referred. We extend phylogenetically the search for metacognitive capacities by considering studies that have tested less cognitively sophisticated species. He focuses only on the animals' performances but then requires a different mechanism to explain humans' metacognitive performances. Do observing responses show a metacognitive search for information? Confidence judgments, when they are metacognitive, are about people's confidence in the retrieved response, that is, about the results of a cognitive process. Once again, nothing metacognitive is required for these heuristics to operate. Humans showed the same, ideal metacognitive data pattern in both cases. We did not say that the usefulness of signal detection theory or the fit of signal detection models supported the metacognitive interpretation. Thus, performance on forced trials should be lower than performance on accepted trials that presumably are accepted based on a favorable metacognitive signal. In this case, however, a clear distinction between mentalizing and metacognitive capacities is still needed. Students completed listening tasks where they also engaged in prediction, monitoring, problem solving, and evaluation (the major groups of metacognitive strategies). The available studies do not provide strong evidence for metacognitive capacities in these species. We believe that the metacognitive strategy is a subtle and effortful one even for monkeys. Perhaps the best-known judgment in the literature on humans that is truly metacognitive, is the feeling-of-knowing judgment. Can we conclude that metacognitive processes are present in higher-order mammals besides humans? In the other, one of two rhesus monkeys provided data suggesting that he might have metacognitive ability. To do this, students need to develop metacognitive skills. The distinction between metacognitive and cognitive strateg ies is well-known. The need to increase cognitive and metacognitive competence is discussed. However, evidence was lacking of lexical development in the third dimension of metacognitive awareness. The study focused on three macro-level dimensions: quantity (breadth of vocabulary), quality (connectivity among lexical items in the language-user's mental lexicon) and learners' metacognitive awareness. The present research compares metacognitive awareness, as measured by self-ratings of reading, writing, speaking and listening skills in college students of varying language experience backgrounds. The study also highlighted several challenges associated with the high dependence and low metacognitive awareness demonstrated by the tutees. Children might have an insufficient ability to monitor the three levels together, since their metacognitive and metalinguistic abilities are still evolving. There were two phases to the instructional treatment: metacognitive strategy training, followed by focused language instruction. Accounts solely based on metacognitive development would not explain why the effect is primarily related to phonology. After all, the onset of metacognitive awareness can be regulated by the structure of the particular language that one is acquiring. In addition to describing this metacognitive model, he also suggests how teachers can use it to teach students how to become better language learners. The chapter on increasing metacognitive awareness underscores the importance of teaching students how to listen. Her learner self-management model includes five metacognitive strategies: plan, monitor, evaluate, problem-solve, and implement. One convincing explanation can be found in language learners' metacognitive or metalinguistic awareness. As metacognitive agents, they can be held responsible for their inferences. As we discuss these results, readers will naturally consider both metacognitive interpretations of performance and possible lower-level interpretations of performance. Furthermore, the fact that a response is not under "stimulus control" is not sufficient to establish that it is under metacognitive control. A second and related issue concerns the animal's knowledge of its own uncertain responses - a genuine metacognitive process. The first concerns whether animals are explicitly aware of their metacognitive processes. The ability to comment on one's mental states is, by definition, metacognitive and declarative. If the task could, in principle, be completed without going metacognitive, what reason is there for thinking that metacognition is in fact involved? Notably, the target about which the metacognitive judgment was being made was not present. On this alternative the metacognitive reports of humans in these situations reflect states that are interpretative rather than causal in character. Another issue in the human metacognitive literature is that there is an important difference between metacognitive monitoring and metacognitive control. Perhaps the motivation of the birds to escape trials or be metacognitive was not sufficient and this produced the null result. The differences between metacognitive monitoring and control have not been explicitly addressed with respect to animal cognition. In the present study, enhanced lexical retrieval may provide the opportunity to use metacognitive skills, but it cannot make up for lack of such skills. As it happens, the very same metacognitive aptitude that initiates this problem also provides a resolution through metarepresentation of minimally counterintuitive worlds. Evolutionary by-products, including metacognitive awareness of death and possibilities for deception, further channel people into religious paths. Emotion-focused strategies may require more developed cognitive capacities, such as metacognitive functioning. The negative correlation between test scores and estimation errors should then be attenuated when differences in metacognitive skill are controlled. Teachers who demonstrate methodical learning in their lessons and who promote discussion of more general metacognitive skills may facilitate this process. Also, not all aspects of homonym interpretation involve metacognitive skills. Selected students were interviewed after they used the program about their metacognitive reading strategies. Unexpectedly, males reported significantly higher use of metacognitive strateg ies than females. In particular, ten specific strategies were identified, of which four were metacognitive, two were cognitive, two were memoryrelated, one was social and one was affective. The phylogeny of consciousness cannot, however, be restricted to a history of metacognitive adaptations. Strangely, the upper level - variously named as pragmatic, executive, or metacognitive - is nearly overlooked. Monitoring processes serve as the basis for metacognitive judgments. We suggest some ways in which these issues elucidate metacognitive processes in nonhuman animals. Second, forced trials do not let one measure performance directly following weak metacognitive judgments. Their commentary applied equally to the sparse, dense, and uncertain responses - there was no special metacognitive priority given to response type. Where does one draw the line distinguishing metacognitive from non-metacognitive? What would it take to demonstrate the existence of genuinely metacognitive processes in animals? Her goal in her current research is to gain a better understanding of metacognitive or metacognitive-like processes by studying them comparatively across species. Second, these comments help in interpreting animals' metacognitive performances. Eventually it might become possible to assess the components of metacognitive performance for animals, too. Such distinctions might also refine the construct of metacognition and define the boundaries of metacognitive abilities. Thus, it is unparsimonious to interpret the same graph produced by humans and monkeys in qualitatively different ways - consciously metacognitive versus low-level associative. Metacognitive states take lower-order cognitive states as their intentional objects. Surrounding these learner goals are the metacognitive strategies of planning, monitoring, managing learning, and evaluating language learning and learning strategy effectiveness. These examples are from corpora and from sources on the web. Any opinions in the examples do not represent the opinion of the Cambridge Dictionary editors or of Cambridge University Press or its licensors. |
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