How People Learn: Cognitive Monitoring

Research Article
Open access

How People Learn: Cognitive Monitoring

Haoran Wang 1*
  • 1 Education Science, University of California, Irvine, Irvine, 92617, America    
  • *corresponding author 767912229@qq.com
LNEP Vol.6
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-915371-37-9
ISBN (Online): 978-1-915371-38-6

Abstract

Metacognition is the cognition of cognition. Metacognition is like an observer who is always watching the process of his or her learning, the cognitive process for any problems and errors. This article focuses on the study of metacognitive monitoring as one of the learning processes used to improve student learning. The article elaborates on how metacognitive learning is used to acquire knowledge through progressive learning, critiques the questionable practice of metacognitive learning, and provides a comparative analysis with other learning styles. An in-depth study of metacognition can help further correct and optimize our thinking styles and outcomes and is an essential advancement in our knowledge learning.

Keywords:

Metacognition, Reflection, Learning

Wang,H. (2023). How People Learn: Cognitive Monitoring. Lecture Notes in Education Psychology and Public Media,6,96-101.
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References

[1]. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American psychologist, 34(10), 906-911.

[2]. Miller, G. A. (2003). The cognitive revolution: a historical perspective. Trends in cognitive sciences, 7(3), 141-144.

[3]. Nasir, N. I. S., Rosebery, A. S., Warren, B., & Lee, C. D. (2006). Learning as a cultural process: Achieving equity through diversity. Cambridge University Press, 687-709.

[4]. Skinner, B. F. (2012). The science of learning and the art of teaching. Stones, Edgar. Readings in Educational Psychology. London: Routledge Verlag, 301.

[5]. Norman, E. (2020). Why metacognition is not always helpful. Frontiers in psychology, 1537.

[6]. Bond, M., Zawacki‐Richter, O., & Nichols, M. (2019). Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology. British journal of educational technology, 50(1), 12-63. https://doi.org/10.1111/bjet.12730

[7]. Lavoie, P., Michaud, C., Belisle, M., Boyer, L., Gosselin, E., Grondin, M. ... & Pepin, J. (2018). Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review. Journal of Advanced Nursing, 74(2), 239-250. https://doi.org/10.1111/jan.13416

[8]. Locklear, A. K. (2020). Review of Major Learning Theories: A Mindtool for understanding and applying theoretical concepts. J Ment Health Soc Behav, 2, 108. https://gexinonline.com/uploads/articles/article-jmhsb-108.pdf

[9]. Makransky, G., & Petersen, G. B. (2021). The cognitive-affective model of immersive learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review, 33(3), 937-958. https://doi.org/10.1007/s10648-020-09586-2

[10]. Horsburgh, J., & Ippolito, K. (2018). A skill to be worked at: using social learning theory to explore the process of learning from role models in clinical settings. BMC medical education, 18(1), 1-8. https://doi.org/10.1186/s12909-018-1251-x

[11]. Kuk, H. S., & Holst, J. D. (2018). A dissection of experiential learning theory: Alternative approaches to reflection. Adult Learning, 29(4), 150-157. https://doi.org/10.1177%2F1045159518779138

Cite this article

Wang,H. (2023). How People Learn: Cognitive Monitoring. Lecture Notes in Education Psychology and Public Media,6,96-101.

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The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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About volume

Volume title: Proceedings of the International Conference on Interdisciplinary Humanities and Communication Studies (ICIHCS 2022), Part 5

ISBN：978-1-915371-37-9(Print) / 978-1-915371-38-6(Online)
Editor：Muhammad Idrees, Matilde Lafuente-Lechuga
Conference website: https://www.icihcs.org/
Conference date: 18 December 2022
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.6
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American psychologist, 34(10), 906-911.

[2]. Miller, G. A. (2003). The cognitive revolution: a historical perspective. Trends in cognitive sciences, 7(3), 141-144.

[3]. Nasir, N. I. S., Rosebery, A. S., Warren, B., & Lee, C. D. (2006). Learning as a cultural process: Achieving equity through diversity. Cambridge University Press, 687-709.

[4]. Skinner, B. F. (2012). The science of learning and the art of teaching. Stones, Edgar. Readings in Educational Psychology. London: Routledge Verlag, 301.

[5]. Norman, E. (2020). Why metacognition is not always helpful. Frontiers in psychology, 1537.

[6]. Bond, M., Zawacki‐Richter, O., & Nichols, M. (2019). Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology. British journal of educational technology, 50(1), 12-63. https://doi.org/10.1111/bjet.12730

[7]. Lavoie, P., Michaud, C., Belisle, M., Boyer, L., Gosselin, E., Grondin, M. ... & Pepin, J. (2018). Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review. Journal of Advanced Nursing, 74(2), 239-250. https://doi.org/10.1111/jan.13416

[8]. Locklear, A. K. (2020). Review of Major Learning Theories: A Mindtool for understanding and applying theoretical concepts. J Ment Health Soc Behav, 2, 108. https://gexinonline.com/uploads/articles/article-jmhsb-108.pdf

[9]. Makransky, G., & Petersen, G. B. (2021). The cognitive-affective model of immersive learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review, 33(3), 937-958. https://doi.org/10.1007/s10648-020-09586-2

[10]. Horsburgh, J., & Ippolito, K. (2018). A skill to be worked at: using social learning theory to explore the process of learning from role models in clinical settings. BMC medical education, 18(1), 1-8. https://doi.org/10.1186/s12909-018-1251-x

[11]. Kuk, H. S., & Holst, J. D. (2018). A dissection of experiential learning theory: Alternative approaches to reflection. Adult Learning, 29(4), 150-157. https://doi.org/10.1177%2F1045159518779138

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