ERIC Number: ED254552
Record Type: RIE
Publication Date: 1984-Oct
Reference Count: 0
What Does Research on Metacognition Have to Offer Educators?
Hall, Vernon, C; Esposito, Marie
This paper reviews major stidues in metacognitive research relating to education and discusses their implications for educators and teacher education. Metacognition generally refers to self-awareness, or self knowledge of one's thought processes. Two types of research are discussed: (1) descriptive or correlational data on the natural development of metacognition; and (2) studies on the trainability of metacognition. The developmental research explores metamemory, the feeling of knowing, memory monitoring, and comprehension monitoring. The overview of training research concentrates on three program efforts using educational interventions based on metacognitive findings: (1) Ann Brown's research with the mentally retarded; (2) research on training knowledge relevant for memory of discrete items reviewed by Pressley, Borkowski, and O'Sullivan; and (3) research on the effectiveness of metacognitive training, led by Bransford and Franks. Metacognitive research has progressed from investigations of discrete skills to a theory of intelligence and intellectual development. Findings have direct educational applications. Teachers should adapt metacognitive knowledge to instructional programs and pay attention to how their students learn. More theoretically-based research is needed which links metacognition to other cognitive theories. (BS)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Northeastern Educational Research Association (Ellenville, NY, October 24-26, 1984).