Metacognition: Concept, structure, association with intellect and cognitive processes 6635
PhD in Education, associate professor of the chair of foreign and Russian philology, Moscow State University of Psychology and Education, Moscow, Russia
– assistant professor of the Department of Foreign and Russian philology, Moscow State University of Psychology & Educatio, Moscow, Russia
The article presents the review of key literature references (over the last 15 years) devoted to the issue of metacognition and its correlation with intellectual and other capacities of individuals. It analyzes several concepts concerning general and special characteristics of metacognition, the possibility of its purposeful attainment and transmission of metacognitive capacities to other areas of cognitive activity. The review touches upon the diagnostic potential of metacognition as giving the possibility to predict intellectual development of an individual, his or her motivation and self-regulation in educational practice. The article contains references to some empirical data disclosing the non-linear character of metacognitive development.
Keywords: metacognition, self-regulated learning, critical thinking, metacognitive knowledge, metacognitive skills
Column: Developmental psychology
- Ahmed W., Werf G. van der, Minnaert A. Emotional experiences of
students in the classroom: A multi-method qualitative study // European
Psychologist. 2010. Vol. 15. P. 142–151.
- Alexander J.M., Carr M., Schwanenflugel P.J. Development of
metacognition in gifted children: Directions for future research //
Developmental Review. 1995. Vol. 15. P. 1–37.
- Allon M., Gutkin T.B., Bruning R. The relation between
metacognition and intelligence in normal adolescents: Some tentative but
surprising findings // Psychology in the Schools. 1994. Vol. 31. P. 93–97.
- Brody E.B. Intelligence, Nature, determinants, and consequences.
New York: Academic Press, 1992. 241 p.
- Carr M., Taasoobshirazi G. Metacognition in the Gifted:
Connections to Expertise // Metacognition: A recent review of research, theory,
and perspectives / M. Shaughnessy (Ed.). Hauppauge, NY: Nova Publishers, 2008.
- Demetriou A., Mouyi A., Spanoudis G. Modeling the structure and
development of g // Intelligence.2008. Vol. 5. P. 437–454.
- Demetriou D. The development of two observational tools for
assessing metacognition and self-regulated learning in young children //
Metacognition and Learning. 2009. Vol. 4, № 1. P. 63–85.
- Flavell J.H. Metacognition and cognitive monitoring: A new area of
cognitive-developmental inquiry //American Psychologist. 1979. Vol. 34, № 10.
- Flavell J.H. Perspectives on perspective taking // Piaget’s
theory: Prospects and possibilities / H. Beilin, P. Pufall (Eds.). Erlbaum,
Hillsdale, NJ, 1992, P. 107–141.
- Hunt E.B. Human intelligence. New York: Cambridge University
Press, 2011. 507 p.
- Kelemen W.L., Frost P.J., Weaver III C.A. Individual differences
in metacognition: Evidence against a general metacognitive ability // Memory
and Cognition. 2000. Vol. 28. P. 92–107.
- Koriat A., Ma'ayan H., Nussinson R. The intricate relationships
between monitoring and control in metacognition: Lessons for the
cause-and-effect relation between subjective experience and behavior // Journal
of Experimental Psychology: General. 2006. Vol. 135. P. 36–69.
- Kramarski B., Mevarech Z.R. Enhancing mathematical reasoning in
the classroom: The effects of cooperative learning and metacognitive training
// American Educational Research Journal. 2003. Vol. 40, № 1. P. 281–310.
- Kuhn D., Dean D. A bridge between cognitive psychology and
educational practice // Theory into Practice. 2004. Vol. 43, № 4. P.
- Lehrer R., Schauble L. Cultivating model-based reasoning in
science education // Cambridge handbook of the learning sciences / K. Sawyer
(Ed.). Cambridge, MA: Cambridge University Press, 2006. P. 371–388.
- Marcel V.J., Wilhelm P., Beishuizen J.J. The relation between
intellectual and metacognitive skills from a developmental perspective //
Learning and Instruction. 2004. Vol. 14, № 1. P. 89–109.
- Martinez M.E. What is metacognition? Arlington, VA: Phi
Delta Kappan, 2006. P. 696–699.
- Ray K., Smith M.C. The kindergarten child: What teachers and
administrators need to know to promote academic success in all children //
Early Childhood Education Journal. 2010. Vol. 38, № 1. P. 5–18.
- Shaw P. Intellectual ability and cortical development in children
and adolescents / Shaw P., Greenstein1 D., Lerch J.,
Clasen1 L., Lenroot1 R., Gogtay1 N., Evans A., Rapoport J., Giedd J. // Nature.
2006. Vol. 440. P. 676–679. doi:10.1038/nature04513.
- Schneider W. The development of metacognitive knowledge in
childrenand adolescents: Major trends and implications for education // Mind,
Brain, and Education. 2008. Vol. 2, № 3. P. 114–121.
- Schneider W., Lockl K. The development of metacognitive knowledge
in children and adolescents // Applied metacognition / Perfect T., Schwartz B.
(Eds.). Cambridge, UK: Cambridge University Press, 2002. 297 р.
- Schnotz X. Metacognition and self -regulation in text processing:
Some comments. / M. Carretero, M.L. Pope, R.J. Simons, J.I. Pozo (Eds.) //
Learning and instruction: European research in an international context. 2002.
Vol. 3. P. 365–375.
- Schraw G., Crippen K.J., Hartley K. Promoting self-regulation in
science education: Metacognition as part of a broader perspective on learning
// Research in Science Education. 2006. Vol. 36. P. 111–139.
- Sperling R.A. Measures of children’s knowledge and regulation of
cognition / Sperling R.A., Howard B.C., Miller L.A., Murphy C. // Contemporary
Educational Psychology. 2002. Vol. 27. P. 51–79.
- Stankov L. Complexity, metacognition, and fluid intelligence //
Intelligence. 2000. Vol. 28. P. 121–143.
- Swanson H.L. Influence of metacognitive knowledge and aptitude on
problem solving // Journal of Educational Psychology. 1990. Vol. 82. P.
- Swanson H.L. Literacy and cognitive functioning in bilingual and
nonbilingual children at or not at risk for reading disabilities / Swanson H.L.
Saez L., Gerber M., Lefstead J. // Journal of Educational Psychology. 2004.
Vol. 96, № 1. P. 3–18.
- Veenman M.V.J., Prins F.J., Elshout J.J. Initial learning in a
complex computer simulated environment: The role of metacognitive skills and
intellectual ability // Computers in Human Behavior. 2002. Vol. 18. P.
- White B. A Theoretical Framework and Approach for Fostering
Metacognitive Development // Educational Psychologist. 2005. Vol. 40, Iss. 4.
- Whitebread D. The development of two observational tools for
assessing metacognition and self-regulated learning in young children / D.
Whitebread, P. Coltman, D.P. Pasternak, C. Sangster, V. Grau, S. Bingham, Q.
Almeqdad, D. Demetriou // Metacognition and Learning. 2009. Vol. 4, Iss. 1. P.
- Yanchar S., Slife B.D. Teaching critical thinking by examining
assumptions: An instructional framework // Teaching of Psychology. 2004. Vol.
31. P. 85–90.