Metacognition

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This higher-level cognition was given the label metacognition by American developmental psychologist John H. Flavell (1976).
Metacognition is "cognition about cognition", "thinking about thinking", "knowing about knowing", becoming "aware of one's awareness" and higher-order thinking skills.
 The term comes from the root word meta, meaning "beyond", or "on top of".[1] Metacognition can take many forms; it includes knowledge about when and how to use particular strategies for learning or problem-solving.[1] There are generally two components of metacognition: (1) knowledge about cognition and (2) regulation of cognition.[2]
Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition.[3] Academic research on metacognitive processing across cultures is in the early stages, but there are indications that further work may provide better outcomes in cross-cultural learning between teachers and students.[4]
Writings on metacognition date back at least as far as two works by the Greek philosopher Aristotle (384–322 BC): On the Soul and the Parva Naturalia.
Some types of metacognitive knowledge would include:
  • Content knowledge (declarative knowledge) which is understanding one's own capabilities, such as a student evaluating their own knowledge of a subject in a class. It is notable that not all metacognition is accurate. Studies have shown that students often mistake lack of effort with understanding in evaluating themselves and their overall knowledge of a concept.[8] Also, greater confidence in having performed well is associated with less accurate metacognitive judgment of the performance.[9]
  • Task knowledge (procedural knowledge), which is how one perceives the difficulty of a task which is the content, length, and the type of assignment. The study mentioned in Content knowledge also deals with a person's ability to evaluate the difficulty of a task related to their overall performance on the task. Again, the accuracy of this knowledge was skewed as students who thought their way was better/easier also seemed to perform worse on evaluations, while students who were rigorously and continually evaluated reported to not be as confident but still did better on initial evaluations.
  • Strategic knowledge (conditional knowledge) which is one's own capability for using strategies to learn information. Young children are not particularly good at this; it is not until students are in upper elementary school that they begin to develop an understanding of effective strategies.
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