AbstractThis study aims to highlight the key roles played by metacognitive strategies training in the development of listening comprehension skill and self-regulation strategies of EFL learners. The participants of this study (N = 60) were female Iranian students assigned to two groups of experimental and control in Kish English Language Institute. Learners in the experimental group recei...

The ability to manage study activities by themselves is one of the educational goals that learners should achieve at the end of secondary school. Self-regulation, however, includes a variety of metacognitive issues. Firstly, self-regulated students should be aware of the mental processes they rely on when performing cognitive tasks, of the degree of autonomy they are allowed in managing study a...

Classically, visual awareness and metacognition are thought to be intimately linked, with our knowledge of the correctness of perceptual choices (henceforth metacognition) being dependent on the level of stimulus awareness. Here we used a signal detection theoretic approach involving a Gabor orientation discrimination task in conjunction with trial-by-trial ratings of perceptual awareness and r...

The purpose of this research was to develop and test a model of effective selfregulated learning. Based on effort expenditure we discerned effective self-regulators and less effective self-regulators. The model comprised achievement goals (mastery, performance-approach and -avoidance goals), metacognition (metacognitive knowledge, regulation and experience), study strategies (metacognitive, dee...

Metacognition, motivation, and affect are components of self-regulated learning (SRL) that interact. The “metacognitive and affective model of self-regulated learning” (theMASRLmodel) distinguishes two levels of functioning in SRL, namely, the Person level and the Task× Person level. At the Person level interactions between trait-like characteristics such as cognitive ability, metacognitive kno...

The cognitive processes modeled at the metacognitive level of the layered reference mode of the brain (LRMB) encompass those of object identification, abstraction, concept establishment, search, categorization, comparison, memorization, qualification, quantification, and selection. It is recognized that all higher layer cognitive processes of the brain rely on the metacognitive processes. Each ...

The cognitive processes modeled at the metacognitive level of the layered reference mode of the brain (LRMB) encompass those of object identification, abstraction, concept establishment, search, categorization, comparison, memorization, qualification, quantification, and selection. It is recognized that all higher layer cognitive processes of the brain rely on the metacognitive processes. Each ...

Software agents “living” and acting in a real world software environment, such as an operating system, a network, or a database system, can carry out many tasks for humans. Metacognition is very important for humans. It guides people to select, evaluate, revise, and abandon cognitive tasks, goals, and strategies. Thus, metacognition plays an important role in human-like software agents. Metacog...

Recent research in case-based reasoning suggests the use of metacognitive approaches to control the reasoning process. Whereas most of this research focuses on issues related to retrieval and representation, we describe a metacognitive approach to case adaptation based on the generation of questions and answers. The answer generation utilizes particular planning knowledge in the form of introsp...