This topic contains a solution. Click here to go to the answer

Author Question: What are metamemory and metacognition, and what developmental trends are evident with these mental ... (Read 74 times)

Collmarie

  • Hero Member
  • *****
  • Posts: 569
What are metamemory and metacognition, and what developmental trends are evident with these mental skills?
 
  What will be an ideal response?

Question 2

Pressley and Woloshyn provide a general model for how to teach strategies, which is summarized in the text. Outline the steps of the strategy, and provide an example of how it could be applied.
 
  What will be an ideal response?



Related Topics

Need homework help now?

Ask unlimited questions for free

Ask a Question
Marked as best answer by a Subject Expert

pallen55

  • Sr. Member
  • ****
  • Posts: 331
Answer to Question 1

Metamemory refers to the person's awareness of and understanding about his or her own memory processes. Metacognition denotes one's awareness about one's own cognitive processes. Both types of knowledge are poorly developed early in life and become greatly expanded while the child matures. In infants, they must be inferred directly through the baby's basic responses such as orientation and dishabituation to stimuli. It could be argued that infants lack these areas of knowledge because their notion of self is absent and there is scant evidence of intentionality at this age in the areas of memory or thought. At the preschool age, children's metamemory/metacognition is very basic. Preschoolers realize that some tasks are harder than others, and they may be dimly aware about basic strategies. Still, they are unsure when strategies should be applied or which are best suited for particular memory or cognition tasks. The metaskills become greatly advanced in school-age children because they learn many strategies. Many children overestimate their thinking/cognition skills, which leads them to underestimate the time and effort that must be allocated to studying or to other mental tasks. Mere knowledge about mnemonics or other strategies is insufficient to ensure good performance; it helps if the child is given explanations about why the strategies are effective for particular tasks. Metamemory and metacognition continue to improve through adolescence and adulthood, as is commonly true for other skills. These skills respond to continued higher education and also to advancements in specialized areas of expertise. Paradoxically, some areas of advanced knowledge become inaccessible to awareness. These are areas for which expertise has greatly speeded decisions or have automated mental operations that were consciously chosen at lower levels of expertise. For example, grandmaster chess experts may have trouble introspecting about their choices because their expertise has rearranged their decision-making into larger units that are difficult to take apart to describe.

Answer to Question 2

Teach a few strategies at a time, intensively and extensively, as part of the ongoing curriculum; in the beginning, teach only one at a time, until students are familiar with the idea of strategy use. Model and explain each new strategy. Model again and re-explain strategies in ways that are sensitive to aspects of strategy use that are not well understood. (Students are constructing their understanding of the strategy, refining the understanding a little bit at a time.) Explain to students where and when to use strategies, although students will also discover some such metacognitive information as they use strategies. Provide plenty of practice, using strategies for as many appropriate tasks as possible. Such practice increases proficient execution of the strategy, knowledge of how to adapt it, and knowledge of when to use it.

Encourage students to monitor how they are doing when they are using strategies. Encourage continued use of and generalization of strategies, for example, by reminding students throughout the school day about when they could apply strategies they are learning about. Increase students' motivation to use strategies by heightening their awareness that they are acquiring valuable skills that are at the heart of competent functioning with learning tasks.
Emphasize reflective processing rather than speedy processing; do all possible to eliminate high anxiety in students; encourage students to shield themselves from distraction so they can attend to the academic task.




Collmarie

  • Member
  • Posts: 569
Reply 2 on: Jun 22, 2018
Gracias!


scikid

  • Member
  • Posts: 300
Reply 3 on: Yesterday
Excellent

 

Did you know?

Since 1988, the CDC has reported a 99% reduction in bacterial meningitis caused by Haemophilus influenzae, due to the introduction of the vaccine against it.

Did you know?

The liver is the only organ that has the ability to regenerate itself after certain types of damage. As much as 25% of the liver can be removed, and it will still regenerate back to its original shape and size. However, the liver cannot regenerate after severe damage caused by alcohol.

Did you know?

Nearly all drugs pass into human breast milk. How often a drug is taken influences the amount of drug that will pass into the milk. Medications taken 30 to 60 minutes before breastfeeding are likely to be at peak blood levels when the baby is nursing.

Did you know?

IgA antibodies protect body surfaces exposed to outside foreign substances. IgG antibodies are found in all body fluids. IgM antibodies are the first type of antibody made in response to an infection. IgE antibody levels are often high in people with allergies. IgD antibodies are found in tissues lining the abdomen and chest.

Did you know?

Symptoms of kidney problems include a loss of appetite, back pain (which may be sudden and intense), chills, abdominal pain, fluid retention, nausea, the urge to urinate, vomiting, and fever.

For a complete list of videos, visit our video library