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Related Concept Videos

Metacognition01:26

Metacognition

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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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According to Charles Cooley, we base our image on what we think other people see (Cooley 1902). We imagine how we must appear to others, then react to this speculation. We don certain clothes, prepare our hair in a particular manner, wear makeup, use cologne, and the like—all with the notion that our presentation of ourselves is going to affect how others perceive us. We expect a certain reaction, and, if lucky, we get the one we desire and feel good about it. But more than that, Cooley...
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Hindsight bias leads you to believe that the event you just experienced was predictable, even though it really wasn’t. In other words, you knew all along that things would turn out the way they did. Can you relate this to the phrase "Hindsight is 20/20" now? 
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Lazarus's Cognitive Appraisal Theory01:20

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Cognitive psychologist Richard Lazarus proposed the cognitive-mediational theory of emotions, which emphasizes how individuals' assessments of stressors significantly affect their experience of stress. According to Lazarus, the stress response is determined by a two-step appraisal process: primary appraisal and secondary appraisal. These cognitive appraisals help individuals evaluate the potential impact of a stressor and determine the adequacy of their coping resources.
Primary Appraisal:...
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In general, a schema is a mental construct consisting of a cluster or collection of related concepts (Bartlett, 1932). There are many different types of schemata, and they all have one thing in common: schemata are a method of organizing information that allows the brain to work more efficiently. When a schema is activated, the brain makes immediate assumptions about the person or object being observed.
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Cognitive psychology emerged as a significant field in the mid-20th century. It focused on understanding humans' internal mental processes. This approach emphasizes how people perceive, remember, think, and solve problems—elements critical to human cognition.
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Related Experiment Video

Updated: Aug 19, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Curiosity as a metacognitive feeling.

Louise Goupil1, Joëlle Proust2

  • 1Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, CNRS, LPNC, 38000 Grenoble, France.

Cognition
|November 26, 2022
PubMed
Summary

Curiosity is a metacognitive feeling, driven by evaluating information needs and predicting environmental gains. This perspective explains curiosity across development and species, challenging prior assumptions.

Keywords:
CuriosityExplorationsLearningMetacognitionQuestioning

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Developmental Psychology

Background:

  • Information-seeking is crucial for learning but characterizing curiosity remains difficult.
  • Previous research often separated curiosity from metacognition, assuming metacognition requires complex cognitive resources.
  • This study challenges the notion that metacognition is limited to humans with advanced cognitive abilities.

Approach:

  • Proposes curiosity as a metacognitive feeling, not just a basic questioning attitude.
  • Identifies two key metacognitive monitoring steps triggering curiosity: assessing information needs and predicting environmental information gains.
  • Reviews empirical evidence and computational models to support the metacognitive account of curiosity.

Key Points:

  • Metacognition can be deployed procedurally, making it accessible to young children and non-human animals.
  • Curiosity arises from evaluating one's knowledge gaps and the potential for new information.
  • The metacognitive view better explains existing data on curiosity than alternative theories.

Conclusions:

  • Curiosity is fundamentally a metacognitive process, involving self-monitoring of informational states.
  • This framework reframes the relationship between curiosity and human questioning practices.
  • Understanding curiosity as metacognitive has implications for educational strategies and fostering learning.