META-COGNITION

META MEMORY META

COMPREHENSION
 INTRODUCTION • Flavell defined metacognition as knowledge
about cognition and control of cognition.
• Metacognition is an awareness of one's
thought processes and an understanding of the
patterns behind them
• The term metacognition literally means 'above
cognition', and is used to indicate cognition
about cognition, or more informally, thinking
about thinking.
• Metacognitive knowledge is about one's own
cognitive processes and the understanding of
how to regulate those processes to maximize
learning and decision-making.

The term comes from the Greek root word “meta”, • Metacognition can take many forms, such as
meaning "beyond", or "on top of“ and “cognoscere”, reflecting on one's ways of thinking and
meaning “getting to know”. knowing when and how to use particular
strategies for problem-solving.
It is given by American developmental psychologist John
H. Flavell (1976). • It refers to a level of thinking that involves
It is awareness of our own strengths and weaknesses, the active control over the process of thinking that
nature of the task at hand, and available "tools" or skill to is used in learning situations. Planning the way
complete that task. to approach a learning task, monitoring
comprehension, and evaluating the progress
It involves self-monitoring and correcting your own
learning processes. towards the completion of a task
 TYPES OF METACOGNITIVE
KNOWLEDGE
• Content knowledge (declarative knowledge) which is understanding one's own
capabilities, such as a student evaluating their own knowledge of a subject in a class. It is
notable that not all metacognition is accurate. Studies have shown that students often
mistake lack of effort with understanding in evaluating themselves and their overall
knowledge of a concept. Also, greater confidence in having performed well is associated with
less accurate metacognitive judgment of the performance.
• Task knowledge (procedural knowledge), which is how one perceives the difficulty of a
task which is the content, length, and the type of assignment. The study mentioned in
Content knowledge also deals with a person's ability to evaluate the difficulty of a task related
to their overall performance on the task. Again, the accuracy of this knowledge was skewed as
students who thought their way was better/easier also seemed to perform worse on
evaluations, while students who were rigorously and continually evaluated reported to not be
as confident but still did better on initial evaluations.
• Strategic knowledge (conditional knowledge) is one's own capability for using strategies
to learn information. Young children are not particularly good at this; it is not until students are
in upper elementary school that they begin to develop an understanding of effective
strategies.
 COMPONENTS OF META-
COGNITION

1.Metacognitive knowledge (also called

metacognitive awareness) is what individuals know
about themselves and others as cognitive
processors.
2.Metacognitive regulation is the regulation of
cognition and learning experiences through a set of
activities that help people control their learning.
3.Metacognitive experiences are those
experiences that have something to do with the
current, on-going cognitive endeavor.
 SOME EVERYDAY EXAMPLES OF
METACOGNITION INCLUDE:

• awareness that you have difficulty remembering people's

names in social situations
• reminding yourself that you should try to remember the
name of a person you just met
• realizing that you know an answer to a question but simply
can't recall it at the moment
• realizing that you should review an article you read last
week because you have forgotten many of the key points
• realizing that there is something wrong with your solution
to a problem
 STRATEGIES FOR
METACOGNITION

• Planning, monitoring, and evaluating are important elements of metacognition.

In “Prompting Student Metacognition,” Tanner (2012) offers the following
specific activities that can be incorporated into courses:
• Preassessments - Encouraging Students to Examine Their Current Thinking:
“What do I already know about this topic that could guide my learning?”
• The Muddiest Point - Giving Students Practice in Identifying Confusions:
“What was most confusing to me about the material explored in class today?”
• Retrospective Post assessments - Pushing Students to Recognize
Conceptual Change: ““How is my thinking changing (or not changing) over
time?”
• Reflective Journals - Providing a Forum in Which Students Monitor Their Own
Thinking: “What about my exam preparation worked well that I should
remember to do next time? What did not work so well that I should not do next
time or that I should change?”
 EXAMPLES OF METACOGNITIVE STRATEGIES

• Self-Questioning • Thinking Aloud

• Meditation
• Graphic Organizers
• Reflection
• Regulation Checklists
• Awareness Of Strengths And
Weaknesses • Active Reading Strategies
• Awareness Of Learning Styles • Active Listening Strategies
• Mnemonic Aids
• Planning Ahead
• Writing Down Your Working
 TIP OF TONUE

• ‘’The temporary inability to retrieve a word well known to the speaker,

• Also known as lethologica,
• From ancient Greek [lathe -forgetfulness] +[logos- word]
• ‘’William James’’ was the first psychologist to describe the tip of tonue phenomenon,
although he did not label it as much
• Sigmund Freud also discussed unconscious psychological factors such as unconscious
thoughts and impulses that might cause forgetting familiar word.
• Lethologica ‘’ vs’’ lethonomia
• Lethologica is the inability to remember the right word
• LETHONOMIA- is the inability to recall the right name.
 BUT WHY DOES IT HAPPEN?

• Psychological reason-
• Tip of tongue events are more likely to happen when people are tired , although
other features of memory such as how well the information was encoded and the
presence of any interfering memories can also have an influence
• Biological reason-
• Hypoglossal Nerve [12 cranial nerve] is a motor nerve, and it contros the muscles
of tongue that allow for speech and swallowing and also involved in moving and
manipulating the tongue
• It does have some sympathetic fibres that supply the blood vessels of tongue and
some glands in mouth
 T WO CO N T R A DI C T R I ES R ES EA RCH

• Some studies have found that the more time people spend attending to a tip of the tongue
experience, the better their memory and learning process.
• This suggest that these moments might result in the stronger encoding of the memory,
thus making retrieval easier in the future.
• However other researchers have found that spending time trying to recall information that
seems to be on the tip of your tongue may actually be problematic.
• Psychologist Karin Humphreys and Amy Beth Warriner suggest-
• That the more time you spend trying to remember a word on the tip of your tongue ,the
more likely that you’ll struggle with the word again in the future.
• Humphreys explained in an interview with science central news.
• ‘’you’re digging yourself in deeper’’
 HOW TO BEAT ‘ TIP OF THE TONGUE’ SYNDROME

• It occurs when the left temporal and frontal areas of your brain
temporarily fail to work together to retrieve words or names
stored in your memory, or other information , like where you left
your keys (phones).
• Multitasking , fatigue and the natural aging process all contribute
to your chances of having a TOT moment, but surprising new
research claims a simple trick could help you better retain and
recall memories ,even under stress.
 CLENCHING FIST

• Clenching your right fist can give you a better grip on your memory.
• The group that clenched their right fists when memorizing the words
and their left fists when remembering them scored better on tests of
recall than any other group , including those who didn’t clench their
fists at all.
• Researcher Ruth popper- She believed hand clenching activates
specific brain regions associates with memory formation and
enables an individual to form stronger memories.
 FACTORS AFFECTING

1. Effects of bilingualism……..
2. Lorazepam
3. Caffeine
4. Effects of age
5. Effects of emotion
6. Effects of age of acquisition
7. Effects of Disorders - a)Anomic Aphasia ,
• b) Dyslexia.
 S O M E I N T E R E S T I N G T H I N G S T H AT R E S E A R C H E R S H AV E
D I S C O V E R E D A B O U T L E T H O LO G I C A

• 1-The tip of the tongue phenomenon is universal.

• 2-These moments occur quite often and this frequency
increase with age
 META-MEMORY

• Metamemory refers to any judgment that is made about a

memory. These include feelings-of-knowing judgments,
judgments about tip-of-the-tongue states, confidence
judgments about memories and judgments of learning, as well
as source judgments and remember/know judgments.
Considerable progress has been made in understanding the
basis for such judgments, and a variety of theories are
reviewed. There is general agreement that metamemory
judgments are made heuristically. Progress is also being made
in understanding the function of these judgments, in allowing
people to self-determine further study in an effective manner.
 META-COMPREHENSION

• A relatively basic concept in metacognition. Metacognition is simply how one

thinks about their own thinking. Due to the abstract nature of the concept,
however, it was over-looked as a function in psychology for quite some time.
Comprehension is what one understands and is a term that is often related to
reading and learning but is also very involved in all applications of memory.
Meta-comprehension is an individual’s own conscious knowledge of their level
of comprehension. It is what a student knows about what they have learned
and on a more convoluted level, what they know they know. By student, of
course, I mean anyone. Humanity is on the constant hunt for knowledge and
because of that men develop a conscious base of knowledge about their own
knowledge. This is all very abstract and complex but at the same time it
seems intuitive. We all understand that we are constantly learning but we
often do not fixate on our knowledge, instead we just take it for granted.
• Due to the nature of this concept, there has been very little
research done on this topic and the research that has been
conducted is focused almost entirely on reading
comprehension. While this is the most practical application
for this research it is not by any means the sole use for it.
Reading is a major factor in communication and learning.
Written language is quite possibly the single greatest
invention of mankind and, in recent years, it has been the
goal of many cognitive and developmental psychologists to
assist in the development of this skill in young minds.
Although, almost all the research tends to focus on the
development of reading comprehension, much of the
information discovered does translate to speech
comprehension as well. The research seems to focus on
primarily children but learning and comprehending occurs
throughout life.