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The logical status of metacognitive training
Journal of Abnormal Child Psychology
|September 1, 1985
Summary
Knowing-how, or procedural knowledge, is distinct from knowing-that, or declarative knowledge. Metacognitive training benefits stem from practicing skills in context, not from rule announcements alone.
Area of Science:
- Cognitive Psychology
- Motor Learning
- Skill Acquisition
Background:
- The relationship between declarative knowledge (knowing-that) and procedural knowledge (knowing-how) is a key debate in cognitive science.
- Metacognitive strategies are often employed to improve skill acquisition, but their precise mechanism is unclear.
Purpose of the Study:
- To investigate whether benefits attributed to metacognitive training are truly due to rule-based instruction or to contextual generalization.
- To differentiate between knowing-how and knowing-that in the context of learning new tasks.
Main Methods:
- Analysis of existing evidence on metacognitive training and skill acquisition.
- Distinguishing between rule-based instruction and practice within application contexts.
Main Results:
- Evidence suggests that apparent benefits of metacognitive training can be explained by generalization training.
- Rule announcements may prompt task learning, but effective learning requires contextual application.
Conclusions:
- Knowing-how is independent of knowing-that.
- Effective skill acquisition relies on learning within the context of eventual use, rather than solely on declarative rules.
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