Pointing to parallels in ability-related differences in the use of metacognition in academic and psychomotor tasks |
| |
| Authors: | Rose Martini Bruce M Shore |
| |
| Institution: | aOccupational Therapy Program. School of Rehabilitation Sciences, Faculty of Health Sciences, University of Ottawa, 451 Smyth Rd., Ottawa, Ontario, Canada K1H 8M5;bDepartment of Educational and Counselling Psychology, Faculty of Education, McGill University, 3700 McTavish, Montreal, Quebec, Canada H3A 1Y2 |
| |
| Abstract: | This paper offers a brief review of the use of metacognition by proficient and poor performers in academic and psychomotor tasks as well as highlights the parallels and provides directions for future research. Metacognition is knowledge about one's own cognitive processes Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911.]. To date, the study of the use of metacognition by children with different levels of abilities (from those having a learning disability to those identified as gifted) has been mostly restricted to the cognitive abilities in academic areas such as reading, writing, or mathematics. The structure of knowledge has been more extensively explored in the expertise literature in the performance of both academic and psychomotor tasks. Similarities have been noted in the characteristic differences between experts and novices in both these types of tasks. Studies have begun to explore the use of metacognition in psychomotor tasks such as key strokes, ball throwing–catching, and running. It seems that, as with the structure of knowledge, parallels also exist in the use of metacognition by poor and proficient performers in academic and psychomotor tasks. |
| |
| Keywords: | Use of metacognition Academic tasks Psychomotor task Ability-related differences |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
