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- Metacognition - Wikipedia
Metacognition refers to a level of thinking and metacognitive regulation, the regulation of cognition and subsequent learning experiences that help people enhance their learning through a set of activities
- Metacognition: Monitoring, Control Self-Regulated Learning | Cogn-IQ
Structured overview of metacognition, including monitoring and control processes, measurement approaches, and links with learning and cognitive testing
- Metacognition | Columbia CTL
What is metacognition? Metacognition, sometimes described as “thinking about your own thinking,” refers to knowledge about one’s own thoughts and cognitive processes as well as the cognitive regulation involved in directing one’s learning
- Metacognition · Open Encyclopedia of Cognitive Science
The term metacognition refers to a broad set of skills that enable people to plan their cognitive efforts, identify their errors, revise their strategies, and accept or reject their conclusions In other words, metacognition predicts the feasibility and regulates the performance of cognitive actions, i e , actions with an informational purpose
- Metacognition: ideas and insights from neuro- and educational sciences . . .
Metacognition comprises both the ability to be aware of one’s cognitive processes (metacognitive knowledge) and to regulate them (metacognitive control) Research in educational sciences has amassed a large body of evidence on the importance of metacognition in learning and academic achievement
- Metacognition: Definition, Strategies, Skills - The Berkeley Well . . .
Metacognition can be defined as thinking about thinking, but there’s way more to it than that This article defines metacognition and provides useful metacognition strategies and skills
- Metacognition: The Science of Learning How to Learn (Faster)
What is metacognition? Explore the neuroscience behind learning how to learn and get practical strategies to upgrade your learning for good
- What is metacognition? The secret to a child’s success at school
Metacognition is often described as ‘thinking about our thinking’
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