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Learn more about Metacognition

Metacognition and Self-regulated Metacognition development and abilities of infants,
Learning Metacognition is the ability to children, and teens.
Metacognition Theoretical monitor and adaptively control one's
Framework cognitive processing or thinking
Metacognition is used as a about thinking. Self-awareness of Piaget's four stages of intellectual
collective term describing a number one's memory serves the function of (or cognitive) development are:
of phenomena, activities, and allowing individuals to avoid
experiences related to the situations where they lack  Sensorimotor. Birth
knowledge and control of one's own knowledge which is needed. through ages 18-24
cognitive functions (e.g., Although research in this area in months
perception, learning, memory, nonhuman species is relatively new,
understanding, and thinking). it is clear that species beyond
Metacognition can be distinguished humans are also aware of what they  Preoperational.
from other types of cognition by the do and do not know. Toddlerhood (18-24
fact that in metacognition, cognitive In a typical metacognition task, months) through
states or functions are the objects of subjects are given a series of early childhood (age
reflection themselves. ‘Awareness’ increasingly difficult 7)
constitutes a crucial element of discriminations but can indicate that
defining metacognition. they do not know. Old World  Concrete
Early definitions of the term already monkeys reliably perform very well, operational. Ages 7
contain the two-component- choosing the uncertain response to 12
perspective of metacognition that is more often when the discriminations
still valid today, according to which are more difficult. All great ape
knowledge about one's own species demonstrate metacognition  Formal operational.
cognitive functions, products, and in a task in which they tried to Adolescence through
goals on the one hand can be collect necessary information that adulthood
distinguished from control of one's was missing before solving a task,
own cognitive activities on the other such as seeking out the location of Piaget acknowledged that some
hand. As reasonable as this food in a tube by looking into the children may pass through the
distinction between metacognitive tube before making a decision.
knowledge and metacognitive New World monkeys have not stages at different ages than the
control might be with respect to performed well in most averages noted above and that some
defining the term, it is insufficient metacognition tasks. However, children may show characteristics of
as regards a description of the some capuchin monkeys recently more than one stage at a given time.
research area of metacognition. A demonstrate the capacity to opt out But he insisted that cognitive
distinction of at least five of a memory test based on past development always follows this
subcategories of metacognition has performance suggesting they are
sequence, that stages cannot be
proved to be appropriate here. The also able to make judgments on
first two subcategories indicate that their knowledge. Nonetheless, the skipped, and that each stage is
the traditional knowledge monkeys do not appear to be able to marked by new intellectual abilities
component of metacognition shows monitor the detailed contents of and a more complex understanding
two facets that are qualitatively their short-term memory as well as of the world.
distinct, that is, systemic knowledge Old World monkeys and apes.
and epistemic knowledge. The Although additional research is
Sensorimotor Stage
systemic knowledge domain needed both within the primates and
comprehends knowledge about rules in other taxonomic groups, it During the early stages,
of functioning, influential factors, appears that there are taxonomic infants are only aware of
and strengths and weaknesses of differences which are consistent what is immediately in front
one's own cognitive functions. If with other cognitive differences of them. They focus on what
persons know under what conditions between the primates. they see, what they are
they can learn certain subjects the Piaget stages of development is
doing, and physical
particularly well, this indicates a a blueprint that describes the stages
high quality of their systemic interactions with their
of normal intellectual development,
knowledge. Knowledge about one's immediate environment.
from infancy through adulthood.
own knowledge and its gaps is
principally indepen… This includes thought, judgment, Because they don't yet know how
and knowledge. The stages were things react, they're constantly
named after psychologist and experimenting with activities such
Primate Cognition developmental biologist Jean Piaget, as shaking or throwing things,
who recorded the intellectual putting things in their mouths, and

morality). • Stage 1. and engage People at this stage have developed in make-believe. But their thinking is based on a good person by others. The person will be prepared to act to defend these effect. their people take their moral views from increased physical mobility leads to • Stage 2. The later stages code is shaped by the standards of morality include goal-oriented behavior adults and the consequences of following or breaking their rules. E. Individual judgment is based on self-chosen principles. If a person is kind of abstract thinking necessary punished. • Stage 4. Kohlberg doubted the law and to avoid guilt.is a Punishment Orientation. child/individual is good in order to Only 10-15% are capable of the avoid being punished. At this stage children minority think through ethical Near the end of the sensorimotor recognize that there is not just one principles for themselves. Individual Rights. some over nine). Kohlberg this level of moral object exists even if it can no longer reasoning is as far as most people be seen. which brings about a desired result. and imagination. stage (18-24 months). justice and complex concepts such as cause and equality. in Heinz’s dilemma Their language use becomes more the protection of life is more Authority is internalized but not important than breaking the law mature. The child/individual which may or may not fit the law. The they are developing some symbolic child/individual becomes aware that abilities.Conventional while rules/laws might exist for the morality good of the greatest number. • Stage 6. they must have done for stage 5 or 6 (post-conventional After infants start crawling. According to infants begin to realize that an physical consequences of actions. we don’t have a personal . The child/individual against the rest of society in the Level 1 . known as object permanence -. our moral Level 3 . which allows them on the norms of the group to which to understand the difference the person belongs. The sign that memory is developing. intuition and still not completely answers relate to the approval of logical.early the authorities. we begin to During this stage (toddler through internalize the moral standards of age 7). At the pre-conventional level (most nine-year-olds and younger. wrong. and reasoning is based on the rights and justice. Maintaining the Social principles even if it means going Order. few people reached this stage. Different individuals • Stage 5. The issues are not always clear cut. Universal Principles.g. human rights. young children are able to valued adult role models. Individualism and those around them and only a increased cognitive development. Obedience and get. Therefore.learning about the world through code of morality. This important milestone -. Instead. Social Contract and language development. Good Interpersonal their own set of moral guidelines Relationships. there are times when they will work Preoperational Stage against the interest of particular At the conventional level (most individuals. They also develop memory questioned and reasoning is based against stealing. They cannot yet grasp more others.Pre-conventional becomes aware of the wider rules of process and having to pay the morality society so judgments concern consequences of disapproval and or obeying the rules in order to uphold imprisonment. Level 2 . and comparison. Exchange. infants reach right view that is handed down by another important milestone -. think about things symbolically. and walking. • Stage 3. a sign that have different viewpoints. time. adolescents and adults). between past and future. That is to say most standing. For example. and moral Authority is outside the individual reasoning is based on individual Between ages 7 and 9 months.Post-conventional trial and error. is good in order to be seen as being The principles apply to everyone.