Citation: Kanzaki N, Kubota K and Nakagawa A (2018) Relations between Temperament and Metacognition and Frames of Reference in Behaviors in Public Situations in Early and Middle Adolescence: An Analysis of Age Stages. Front. Educ. 3:6. doi: 10.3389/feduc.2018.00006 relations between Temperament and Metacognition and Frames of reference in Behaviors in Public situations in early and Middle adole...

Various disciplines have examined the many phenomena of metacognition and have produced numerous results, both positive and negative. I discuss some of these aspects of cognition about cognition and the results concerning them from the point of view of the psychologist and the computer scientist, and I attempt to place them in the context of computational theories. I examine metacognition with ...

Metacognitive training techniques have been used successfully to improve children's problem-solving skills. The concept of metacognition needs further refinement, however, if it is to continue to be useful as an explanatory construct. Specifically, we argue that more attention needs to be paid to how metacognitive abilities are acquired, how this knowledge could be used to help improve the perf...

Why should researchers of cognition investigate metacognition? This chapter constitutes one answer to that question. Metacognition is simultaneously a topic of interest in its own right and a bridge between areas, e.g., between decisiorl making and Inemory, between learning and motivation, and between learning and cognitive development. Although the focus of this chapter is on the metacognitive...

In two semester-long studies, we examined whether college students could improve their ability to accurately predict their own exam performance across multiple exams. We tested whether providing concrete feedback and incentives (i.e., extra credit) for accuracy would improve predictions by improving students’ metacognition, or awareness of their own knowledge. Students’ predictions were almost ...

Adult humans show sophisticated metacognitive abilities, including the ability to monitor uncertainty. Unfortunately, most measures of uncertainty monitoring are limited to use with adults due to their general complexity and dependence on explicit verbalization. However, recent research with nonhuman animals has successfully developed measures of uncertainty monitoring that are simple and do no...

In this work the use of metacognition for the enhancement of webbased collaboration is presented. In particular the work focuses on the enhancement of the collaborative skills by means of developing metacognitive strategies. Through such strategies the individual is expected to be able to monitor his/her collaborative interactions and adjust them in order to enhance the effectiveness of his/her...

Metacognition has been defined as cognition about cognition. Metacognition can include beliefs and attitudes about cognitive events such as thoughts, feelings, memories, images, sensations, and perceptions. Cognitive models of addictions have addressed the role of beliefs and attitudes in substance misuse, but the role of metacognition has been neglected. Metacognitive effects (beliefs about th...

We examined how strongly motivation, metacognition, and psychopathology acted as predictors of learning disabilities (LD). The results from five studies suggested that level of motivation (as shown through self-efficacy, motivational force, task avoidance, goal commitment, or self-concept) was highly accurate in classifying students with or at risk for LD. Metacognition and psychopathology were...

Abstract Temporal metacognition (TMC) is defined as the ability to consciously self-regulate cognitive focus on past, present, and future by utilizing metacognitive skills, emotions, knowledge, experience. TMC stems conceptually from idea of a balanced time perspective — switch between horizons it builds upon major theories metacognition. We validated German version Metacognition Scale (TMCS) t...