Chapter 12

Metacognition, Self-Regulated Learning, and Study Strategies

  • Define metacognition and its relation to the “central executive” in cognition.

Metacognitive Knowledge and Skills

  • List and explain several types of knowledge and skills that fall under metacognition.and define them, with examples.
  • List and explain several things that good readers do when studying a textbook, with examples.
  • List and explain several things that poor readers do when studying a textbook, with examples.

Self-Regulated Learning

  • List and explain several things that are included in self-regulated learning, with examples.
  • Define co-regulated learning and its relationship to self-regulated learning.

Effective Learning and Study Strategies

  • Define the term “learning strategies” or “study strategies.”

Meaningful Learning and Elaboration

  • Explain what kinds of performance appear to be improved when students use meaningful learning and elaboration strategies rather than rote learning strategies.
  • Explain the relationship between prior knowledge activation and meaningful learning.

Organization

  • Explain how imposing organization on material can facilitate learning.
  • Discuss several techniques for imposing organization on material to be learned, with examples. These should include outline, graphical representations, and concept mapping.

Note taking

  • Explain the relationship between note taking and academic achievement.
  • Explain the ways that note taking facilitates academic achievement, including encoding and external storage.
  • Describe the types of notes that appear to be most effective in increasing academic achievement.
  • Explain some strategies that teachers can use to improve students’ note taking.

Identifying Important Information

  • Explain why it can be difficult for students to identify important information, with examples.
  • Describe two strategies that students can use to identify important information, with examples.

Summarizing

  • Describe several techniques that students can use while summarizing information, with examples of each.

Comprehension Monitoring

  • Define comprehension monitoring, with examples.
  • Define the illusion of knowing, with examples.
  • Describe several techniques that students can use to improve their comprehension monitoring, with examples of each.

Mnemonics

  • Define the term mnemonic, with an example.
  • Explain what verbal mediation is, with examples
  • Explain what visual imagery as a mnemonic is, with examples.
  • Explain the pegword method, with examples.
  • Explain the keyword method, with examples.
  • Explain the method of superimposed meaningful structure, with examples.

Development of Metacognitive Knowledge and Skills

  • Describe in general terms how children become aware of the nature of thinking, with examples.
  • Describe how children become more realistic about their cognitive abilities and limitations.
  • Describe how children become capable of using more effective cognitive strategies.

Epistemological Beliefs

  • List and explain several key elements of one’s epistemological beliefs, with examples.

Effects of Epistemological Beliefs

  • Explain how different epistemological beliefs can affect one’s learning and memory, with examples.

The Intentional Learner

  • Explain the major characteristics of an intentional learner, with examples.

Why Students Don’t Always Use Effective Strategies

  • Explain several reasons why students don’t always use effective learning strategies, with examples.

Promoting Effective Learning and Study Strategies

  • Describe the typical effectiveness of study skills training programs.
  • Explain several techniques for promoting effective learning and study strategies, with examples.
     

@ 2003-4 Albert L. Ingram, Ph.D.

 

 
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