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Metacognition is "cognition about cognition", "thinking about thinking", or "knowing about knowing". It comes from the root word "meta", meaning beyond.〔Metcalfe, J., & Shimamura, A. P. (1994). Metacognition: knowing about knowing. Cambridge, MA: MIT Press.〕 It can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem solving.〔 There are generally two components of metacognition: knowledge about cognition, and regulation of cognition. Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition.〔Dunlosky, J. & Bjork, R. A. (Eds), Handbook of Metamemory and Memory. Psychology Press: New York.〕 Differences in metacognitive processing across cultures have not been widely studied, but could provide better outcomes in cross-cultural learning between teachers and students.〔Wright, Frederick. APERA Conference 2008. 14 Apr. 2009. http://www.apera08.nie.edu.sg/proceedings/4.24.pdf..>〕 Some evolutionary psychologists hypothesize that metacognition is used as a survival tool, which would make metacognition the same across cultures.〔 Writings on metacognition can be traced back at least as far as ''Perì Psūchês;'' and the ''Parva Naturalia'' of the Greek philosopher Aristotle.〔''Oxford Psychology Dictionary'';metacognition〕 ==Definitions== This higher-level cognition was given the label metacognition by American developmental psychologist John Flavell (1979). The term metacognition literally means cognition about cognition, or more informally, thinking about thinking. Flavell defined metacognition as knowledge about cognition and control of cognition. For example, I am engaging in metacognition if I notice that I am having more trouble learning A than B; () if it strikes me that I should double check C before accepting it as fact. J. H. Flavell (1976, p. 232). Andreas Demetriou, in his theory, one of the neo-Piagetian theories of cognitive development, used the term hypercognition to refer to self-monitoring, self-representation, and self-regulation processes, which are regarded as integral components of the human mind.〔Demetriou, A., Efklides, A., & Platsidou, M. (1993). The architecture and dynamics of developing mind: Experiential structuralism as a frame for unifying cognitive developmental theories. ''Monographs of the Society for Research in Child Development, 58'', Serial Number 234. 〕 Moreover, with his colleagues, he showed that these processes participate in general intelligence, together with processing efficiency and reasoning, which have traditionally been considered to compose fluid intelligence. Metacognition also thinks about one's own thinking process such as study skills, memory capabilities, and the ability to monitor learning. This concept needs to be explicitly taught along with content instruction. Metacognitive knowledge is about our own cognitive processes and our understanding of how to regulate those processes to maximize learning. Some types of metacognitive knowledge would include: * Person knowledge (declarative knowledge) which is understanding one's own capabilities, * Task knowledge (procedural knowledge) which is how one perceives the difficulty of a task which is the content, length, and the type of assignment, * Strategic knowledge (conditional knowledge) which is one's own capability for using strategies to learn information. Young children are not particularly good at this; it is not until upper elementary where students start to develop the understanding of strategies that will be effective. Different fields define metacognition very differently. Metacognition variously refers to the study of memory-monitoring and self-regulation, meta-reasoning, consciousness/awareness and auto-consciousness/self-awareness. In practice these capacities are used to regulate one's own cognition, to maximize one's potential to think, learn and to the evaluation of proper ethical/moral rules. In the domain of experimental psychology, an influential distinction in metacognition (proposed by T. O. Nelson & L. Narens) is between Monitoring—making judgments about the strength of one's memories—and Control—using those judgments to guide behavior (in particular, to guide study choices). Dunlosky, Serra, and Baker (2007) covered this distinction in a review of metamemory research that focused on how findings from this domain can be applied to other areas of applied research. In the domain of cognitive neuroscience, metacognitive monitoring and control has been viewed as a function of the prefrontal cortex, which receives (monitors) sensory signals from other cortical regions and through feedback loops implements control (see chapters by Schwartz & Bacon and Shimamura, in Dunlosky & Bjork, 2008).〔 Metacognition is studied in the domain of artificial intelligence and modelling. Therefore, it is the domain of interest of emergent systemics. It has been used, albeit off the original definition, to describe one's own knowledge that we will die. Writers in the 1990s involved with the grunge music scene often used the term to describe self-awareness of mortality. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Metacognition」の詳細全文を読む スポンサード リンク
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