The Regulation of Task Performance: A Trans-Disciplinary Review

Definitions of meta-cognition typically have two components: (1) knowledge about one's own cognitive functioning; and, (2) control over one's own cognitive activities. Since Flavell and his colleagues provided the empirical foundation on which to build studies of meta-cognition and the aut...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Frontiers in Psychology Jg. 6; S. 1862
Hauptverfasser: Clark, Ian, Dumas, Guillaume
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Switzerland Frontiers Media SA 07.01.2016
Frontiers Media
Frontiers Media S.A
Schlagworte:
[SCCO.NEUR]Cognitive science/Neuroscience
[SCCO.PSYC]Cognitive science/Psychology
[SHS.EDU]Humanities and Social Sciences/Education
BF1-990
Cognitive science
Education
Humanities and Social Sciences
meta-cognition
Neuroscience
Prefrontal Cortex
Psychology
self-efficacy
Self-Reflection
Self-regulation
self-regulation
meta-cognition
prefrontal cortex
self-efficacy
self-reflection
ISSN:1664-1078, 1664-1078
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:Definitions of meta-cognition typically have two components: (1) knowledge about one's own cognitive functioning; and, (2) control over one's own cognitive activities. Since Flavell and his colleagues provided the empirical foundation on which to build studies of meta-cognition and the autonoetic (self) knowledge required for effective learning, the intervening years have seen the extensive dissemination of theoretical and empirical research on meta-cognition, which now encompasses a variety of issues and domains including educational psychology and neuroscience. Nevertheless, the psychological and neural underpinnings of meta-cognitive predictions and reflections that determine subsequent regulation of task performance remain ill understood. This article provides an outline of meta-cognition in the science of education with evidence drawn from neuroimaging, psycho-physiological, and psychological literature. We will rigorously explore research that addresses the pivotal role of the prefrontal cortex (PFC) in controlling the meta-cognitive processes that underpin the self-regulated learning (SRL) strategies learners employ to regulate task performance. The article delineates what those strategies are, and how the learning environment can facilitate or frustrate strategy use by influencing learners' self-efficacy.
Bibliographie:ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-3
content type line 23
ObjectType-Review-1
PMCID: PMC4703823
This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Reviewed by: Xiongyi Liu, Cleveland State University, USA; Ioan Opris, Wake Forest University School of Medicine, USA
Edited by: Jesus De La Fuente, University of Almería, Spain
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2015.01862