Metacognition: Knowledge and Regulation of Learning

Metacognition: Knowledge and Regulation of Learning
Metacognition: Knowledge and Regulation of Learning
The easier description of metacognition is “thinking about thinking.” To be metacognitive implies having knowledge of cognitive processes and having the ability to regulate them. In the case of students, that's knowing about study strategies, their effects on learning, and the ability to act on the knowledge. Knowing that shorter, but regular encounters with content (distributed practice) promotes learning is fine, but that knowledge produces no learning benefit if the student doesn't act on it.

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