Metacognition: Cognitive and Social Dimensions

Yzerbyt, Vincent; Lories, Guy; Dardenne, Benoît

doi:10.4135/9781446279212

Cited by 79 publications

(33 citation statements)

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“…Confidence and frequency judgements allude to the broader concept of metacognition (for overviews, see Chambers, Izaute, & Marescaux, 2002;Metcalfe, 2000;Metcalfe & Shimamura, 1994;Perfect & Schwartz, 2002;Yzerbyt, Lories, & Dardenne, 1998). In a generic sense, metacognition designates our knowledge of our own knowledge and memory or, more specifically, the monitoring and control of the processes and outputs of our cognitions (Fernandez-Duque, Baird, & Posner, 2000;Johansson, 2004;Nelson, 1996;Nelson & Narens, 1990).…”

Section: The Frequentist Approach To Rational Thoughtmentioning

confidence: 97%

The influence of decision heuristics and overconfidence on multiattribute choice: A process-tracing study

Selart

Kuvaas²,

Boe

et al. 2006

European Journal of Cognitive Psychology

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In the present study it was shown that decision heuristics and confidence judgements play important roles in the building of preferences. Based on a dual-process account of thinking, the study compared people who did well versus poorly on a series of decision heuristics and overconfidence judgement tasks. The two groups were found to differ with regard to their information search behaviour in introduced multiattribute choice tasks. High performers on the judgemental tasks were less influenced in their decision processes by numerical information format (probabilities vs. frequencies) compared to low performers. They also looked at more attributes and spent more time on the multiattribute choice tasks. The results reveal that performance on decision heuristics and overconfidence tasks has a bearing both on heuristic and analytic processes in multiattribute decision making

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Section: The Frequentist Approach To Rational Thoughtmentioning

confidence: 97%

The influence of decision heuristics and overconfidence on multiattribute choice: A process-tracing study

Selart

Kuvaas²,

Boe

et al. 2006

European Journal of Cognitive Psychology

View full text Add to dashboard Cite

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“…However, most ordinary human learning is implicit (Bowers et al, 1990;James, 1890;Metcalfe, 1986;Yzerbyt et al, 1998). For example, social habits and language are mostly learnt implicitly.…”

Section: Types Of Learningmentioning

confidence: 99%

Principles of Curriculum Design and Construction Based on the Concepts of Educational Neuroscience

Watagodakumbura¹

2017

JEL

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With the emergence of a wealth of research-based information in the field of educational neuroscience, educators are now able to make more evidence-based decisions in the important area of curriculum design and construction. By viewing from the perspective of educational neuroscience, we can give a more meaningful and lasting purpose of leading to human development with enhanced consciousness or wisdom as the goal of a curriculum. We can better decide on the essential contents of a curriculum that is carried out within a limited time, using the emerging and validating information. Knowledge of educational neuroscience can also be used effectively for instructional design or conveying important messages to learners in the learning support material provided. Further, educators can be better directed in forming appropriate assessment so that learners are prepared for active and deep engagements in the teaching-learning process developing the skills of independence and discovery learning. Educational practitioners, as well as policy-makers, can also promote inclusive practices by directing, designing and constructing a curriculum appropriately especially taking into consideration the characteristics of right cerebral hemispheric oriented visual-spatial or gifted learners. Overall, education professionals can be benefited immensely to take more informed decisions in the process of curriculum design and construction by embracing emerging educational neuroscience principles.

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“…However, most ordinary human learning is implicit (Bowers et al, 1990;James, 1890;Metcalfe, 1986;Yzerbyt et al, 1998). For example, social habits and language are mostly leant implicitly.…”

Section: Types Of Learningmentioning

confidence: 99%

“…Most of our learning is identified to be implicit (Bowers et al, 1990;James, 1890;Metcalfe, 1986;Yzerbyt et al, 1998); that is we learn from day to day life situations we encounter by simply paying attention. In these situations, we do not learn explicitly in a selected domain per se, but retain traces of implicit memories in diverse domains.…”

Section: Reflecting On Goals Of Education Taking Into Consideration Tmentioning

confidence: 99%

Some Useful Pedagogical Practices: Educational Neuroscience Perspective

Watagodakumbura

2015

JSE

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We have reviewed the goals of education by approaching them from the direction of educational neuroscience; through education, we have to achieve transfer of learning in order to produce individuals who are better problem solvers and decision makers. To achieve this goal, learners will have to transform what they have learned explicitly into implicit memories and vice versa by attaching sense and meaning, ideally across multiple domain areas. Further, through education, we enhance learner consciousness and/or wisdom that give abilities to spontaneously recall retained memories readily, whenever necessary. A number of pedagogical practices that are useful in achieving the above goals are identified. When new contents are presented to learners, high-level, generalised concepts need to be emphasised; concepts are likely to penetrate through multiple domain areas and last longer in memory, thus helping learners to attach sense and meaning better. In order to reach out to multiple brain regions, inducing creativity, we need to get frontal lobes involved essentially, with an appropriate pace and form of presentation. The important task of motivating learners can be done by presenting learners with educational neuroscience facts that can be enlightening; even difficult content can be mastered by simply paying attention fully and through elaborate rehearsal; human brains have the feature of neural plasticity and neural networks can grow throughout the lifespan through effective learning. When setting assessment, we should focus on open-ended, novel and conceptual/generalised questions so that learners use their frontal lobes, engaging in a higher-order, divergent and/or inductive thinking process to provide answers.

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Metacognition: Cognitive and Social Dimensions

Cited by 79 publications

References 0 publications

The influence of decision heuristics and overconfidence on multiattribute choice: A process-tracing study

The influence of decision heuristics and overconfidence on multiattribute choice: A process-tracing study

Principles of Curriculum Design and Construction Based on the Concepts of Educational Neuroscience

Some Useful Pedagogical Practices: Educational Neuroscience Perspective

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