Metacognition History: What is Beyond The Cognition

Introduction

I chose to write about metacognition for this essay as it is one of the most significant discussions in the era of learning and teaching. This discussion is Metacognitive Strategy, which plays a key role in learning a second or foreign language. The meaning of Metacognition is cognition about cognition or thinking about thinking and also knowing about knowing. It primarily helps individuals become aware of their awareness and higher-order thinking skills. The root word of this term is meta, meaning 'beyond' Metacognition. It can take many forms; these different forms include knowledge about when and how to use specific strategies for learning or problem-solving. Metacognition generally has two components: having a high knowledge about cognition and understanding the rules of cognition.

Metacognition History: What is Beyond The Cognition

Learning styles and strategies are components that help us determine how well students learn a second or foreign language. Language acquisition is positively affected by learning strategy. In terms of forms and functions, it may enhance learners' language comprehension and production. Graham (1997) mentioned that 40-50% of adult communication time is spent listening. Listening is an important part of the second language acquisition process. Moreover, Chamot (2005) determined that instead of considering listening as a single process, it is better to consider it as related processes of sound recognition, perception of intonation patterns, and interpretation of the relevance of what is being mentioned about the topic. He mentioned that, while listening to a second or foreign language, learners use strategies consciously, whereas in their first language, they use them unconsciously.

The history of metacognition traces back to two studies by the Greek philosopher Aristotle (384-322 BC): On the Soul and the Parva Naturalia. This higher-level cognition was later presented by American developmental psychologist John H. Flavell as metacognition. Flavell (1979) first contended that metacognition includes both monitoring and regulation and is intentional. In any sort of psychological exchange with the human or non-human environment, an assortment of data processing activities may proceed. Metacognition refers to the active observation and subsequent regulation and coordination of these processes in connection to the cognitive objects or information they affect, usually in the service of some concrete objective or goal.

Flavell also defined metacognition as knowledge about cognition and control of cognition. For example, a person engages in metacognition if they notice that they are having more trouble learning A than B, or if it strikes them that they should double-check C before accepting it as fact (Flavell, 1979). Andreas Demetriou's theory (one of the neo-Piagetian theories of cognitive development) used the term hypercognition to refer to self-monitoring, self-representation, and self-regulation processes, which are regarded as integral components of the human mind. Moreover, with his colleagues, Demetriou showed that these processes participate in general intelligence, together with processing efficiency and reasoning, which have traditionally been considered to compose fluid intelligence (Demetriou et al., 1993).

Conclusion

In conclusion, Flavell made a major contribution to developing the concept of metacognition, defining it as knowledge about cognition and control of cognition. It can also be defined as the process of thinking about one's own thinking. Metacognition is crucial for effective learning, as it allows individuals to understand their own strengths and weaknesses and to adapt their learning strategies accordingly. Research has shown that individuals who use metacognitive strategies tend to be more successful learners. They are better able to understand and remember new information, and they are better able to solve problems and make decisions (Schraw & Moshman, 1995). By fostering metacognitive awareness, educators can significantly enhance students' learning outcomes and help them develop lifelong learning skills.

References

• Chamot, A. U. (2005). The cognitive academic language learning approach (CALLA): An update. In P. A. Richard-Amato & M. A. Snow (Eds.), Academic success for English language learners: Strategies for K-12 mainstream teachers (pp. 87-101). White Plains, NY: Longman.
• Demetriou, A., Efklides, A., & Platsidou, M. (1993). The architecture and dynamics of developing mind: Experiential structuralism as a frame for unifying cognitive developmental theories. Monographs of the Society for Research in Child Development, 58(5), 1-213.
• Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906-911.
• Graham, S. (1997). Effective language learning: Positive strategies for advanced level language learning. Clevedon: Multilingual Matters.
• Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371.