Second, the reliability and validity of metacognition measurements are controversial. Specifically, self-reporting is greatly influenced by subjective expectations, whereas a think-aloud protocol is time consuming, and discourse analysis is subject to the quality of the interpersonal interaction among groups Desoete, To avoid unexpected factors generated by these methods, objective measurement indexes such as prospective monitoring, retrospective monitoring, and the judgment of confidence Bjork et al.
Third, the three components of metacognition are independent but closely interrelated Dowson and Mcinerney, ; Efklides, Previous research has always focused on metacognition as a whole or a single component, which has led to the lack of an interaction effect of the three metacognitive subcomponents on creativity. Fourth, the differentiated effects of metacognition on different types of creative thinking have not yet been described. Accordingly, we discuss two important directions in future research as follows.
According to the aforementioned 4-P model of creativity Batey, , it should be acknowledged that most of the previous studies have tended to explore the relationship between metacognition and creativity outcomes e. The creative process, namely, the sequence of thoughts and actions that leads to novel, adaptive productions Lubart, , has been identified as the combination of a series of cognitive processes. According to the classic four-stage model proposed by Guilford , the creative process can be divided into the following four stages: reparation—consciously define and establish the problem; incubation—no conscious mental work on the problem; illumination—the promising idea breaks through to conscious awareness; and verification—evaluate and refine ideas.
Whether metacognition plays a different role in different stages of the creative process remains an open question. Armbruster suggested that the role of metacognition in incubation may be unconscious, whereas it is conscious in verification. Similarly, the geneplore model of the creative process i.
In addition, Shen et al. Nevertheless, in investigations of the current issue, regarding metacognition as a whole remains controversial due to its complex construct. Perhaps different components of metacognition have different effects on the creative process. In a recent study, for example, Jankowska et al. Specifically, one category of exploratory activities was demonstrated to be essential in the initial phase of the creative process, while another two categories, decision-making and control activities and affective-evaluation activities, were involved in the entire creative process.
From this independent point of view, we propose that the effect of metacognitive monitoring can be separated from metacognitive control on the creative process. According to the monitoring-affect-control hypothesis Nelson and Leonesio, , metacognitive control may be the result of prior metacognitive monitoring Metcalfe and Finn, For instance, individuals can adjust the strategy selection an indicator of metacognitive control, Beaty and Silvia, during the generation of the next idea according to self-assessment of previous ideas originality an indicator of metacognitive monitoring, Silvia et al.
In this case, we believe that separating the two subcomponents leads to a better understanding of the dynamic monitoring-affect-control process in creative thinking. Although the three key components of metacognition have been discussed separately, these components are not independent as an interactive system Efklides, That is, metacognitive monitoring and control could be activated by relying on metacognitive knowledge and the information provided by metacognitive experiences about the flow of cognitive processing.
Accordingly, how these three factors interact in the process of creative thinking remains unclear. Here, we take a creative metacognitive monitoring accuracy, processing fluency an index of metacognitive experience , and metacognitive monitoring accuracy as examples. Previous studies have demonstrated that individuals with different types of creative mindsets exhibited significant differences in their interpretation of the experience of process disfluency Miele et al.
When completing a creative thinking task, individuals with an incremental creative mindset could interpret their processing disfluency as lacking in effort and would show much greater cognitive persistence, whereas individuals with an entity creative mindset could interpret it as an ability deficiency and would give up on further cognitive persistence. Meanwhile, individuals with an incremental creative mindset showed better performance in the metacognitive monitoring of the selecting and evaluating strategies than individuals with an entity creative mindset.
Under the framework of the dynamical creative process, the effect of metacognition components and their interaction on the creative process could be helpful for understanding the current work. Future research could examine the independence and interaction effect of the metacognitive components on the creative process using multiple methods.
The practical implication that should be considered is how to foster individual creative thinking from the perspective of metacognition. This promising example of a metacognition training is creative mindset intervention.
The main idea is that an incremental creative mindset viewing creativity as malleable and changeable is beneficial to creativity compared with an entity creative mindset viewing creativity as stable and unchangeable.
More importantly, similar to the idea that it is possible to successfully intervene in a general mindset Hong et al. A general mindset intervention has been a popular topic in many disciplines such as learning, writing, anxiety, and musicality Donohoe et al. The general mindset intervention methods that aim to encourage an incremental mindset could be transferred to and borrowed by the creativity field.
Blackwell et al. Other researchers have also used a similar design in their intervention methods Aronson et al. All authors listed have made a substantial, direct and intellectual contribution to the work, and approved it for publication.
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Abdivarmazan, M. A study of the efficacy of meta cognitive strategies on creativity and self confidence and approaching problem solving among the third grade junior school students of the city of Rey.
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Brain , — Davidson, J. Metacognition in educational theory and practice. Here are some more examples of exam wrappers. How could you adapt this idea to help your learners? Creating a supportive classroom environment Modelling the strategy As we saw with metacognitive talk, a teacher modelling a metacognitive strategy is a useful way of introducing a new strategy to learners. A step-by-step demonstration of the strategy gives learners a clearer understanding of what the strategy involves.
This education blog contains video clips of both a teacher modelling metacognitive practices in the classroom, and a learner explaining the metacognitive processes they used to answer a particular exam question. Transcript Watch the two videos on the education blog.
How could you use this technique to model metacognitive strategies for your class? If you are new to metacognition, it will help to ask yourself the following questions about your teaching practice. Have I included clear learning objectives? Students need to understand what their learning objectives are so that they can plan how to achieve them. The process of planning should involve learners identifying which strategies they already know that could be applied in this new situation. How am I going to encourage my students to monitor their learning?
Effective learners commonly use metacognitive strategies whenever they learn. However, they may fail to recognise which strategy is the most effective for a particular learning situation. Teachers can ask questions to prompt learners to monitor the strategies that they are using. For example, before learners begin a task, prompt them to identify where the task might go wrong and how they could prevent this from happening.
During the task encourage them to focus on the learning objectives and get them to think about how they can maintain that focus. This will encourage learners to think more actively about where they are now, where they are going and how to get there. How can I create opportunities for learners to practise new strategies? When you introduce your learners to a new strategy, give them the opportunity to use it both with support and independently.
For further ideas for giving feedback and effective questioning, see Getting started with Assessment for Learning. How can I allow time for learner self-reflection?
Personal reflection enables learners to critically analyse their performance in relation to a particular task and consider what they might do differently to improve their performance in future tasks. It is important that teachers dedicate time for learners to reflect, and provide them with the tools to do so.
One way of doing this is to use thinking journals as mentioned in the previous section. Does the classroom environment support metacognitive practices?
Teachers are instrumental in shaping the culture of learning in a classroom. By establishing a supportive learning environment that fosters and anticipates metacognitive practices, these practices will become an integral part of the learning process. Check that you are modeling metacognitive practices effectively, giving your learners plenty of opportunity to work collaboratively with their peers, encouraging reflection and evaluating their progress.
Here are two activities designed to encourage metacognition in your classroom. What do I want to know? What did I learn? The purpose of the chart is to help learners to organise information before during and after a lesson or unit of learning. A KWL chart will help you to engage your learners in a new topic, activate their prior knowledge and support them in monitoring their learning. Here is an example of a KWL chart for you to use: 1.
Set the class a clear and explicit learning objective. They record their thoughts in the left column of the chart. However, learners do not have to be limited to working alone. They could share their ideas with others using techniques such as think-pair-share. This stage provides a good opportunity for you to see what your learners are interested in and what they already know. You can use this information to shape your future learning activities. During the lesson or unit of learning encourage your learners to monitor their own progress and to adjust the strategies they are using as necessary.
Now, let us try to identify the key difference that exists between cognition and metacognition. The main difference between these two stem from the fact that while cognition helps a person to engage in a variety of mental processes in order to make sense of the world around him metacognition goes a step further. It deals with the active control of cognitive processes.
This is why metacognition usually precedes a cognitive activity. Coming from Engineering cum Human Resource Development background, has over 10 years experience in content developmet and management. Cognition is simply the psychomotor processes involved in daily life. Metagonitive is the quality management of the cognition: assurance the right environment and policy for the psychomotor processes to be carried out rightly, control the the psychomotor activities to check any deficiencies, and improvement of the psychomotor activity to be more efficient.
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Cognitive strategies: Good strategy users coordinate metacognition and knowledge. Whitehurst Eds.
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