metacognition
Students tended to perform better on comprehension questions when they had experienced instruction in metacognitive skills.
These species have not shown evidence of metacognitive capacities.
This article outlines a small-scale study of metacognitive instruction for young second language listeners.

SMART Vocabulary: related words and phrases

Science of psychology & psychoanalysis
analyse
analysis
behavioural science
behaviourism
behaviourist
brain mapping
certify
electroconvulsive therapy
electroshock therapy
nominative determinism
non-psychiatric
non-psychiatrist
non-psychological
noncognitive
pathological
psyche
psychiatrist
psychobabble
straightjacket
unconscious

Examples of metacognitive

metacognitive
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.
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