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Metacognition01:26

Metacognition

882
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...
882
Critical Thinking01:19

Critical Thinking

1.2K
Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
Colleges and universities are...
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Cognitive Learning01:21

Cognitive Learning

1.4K
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
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Cognitivism01:17

Cognitivism

3.2K
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.
Previously dominated by behaviorism, which prioritized observable behaviors and largely ignored mental processes, psychology transformed in the 1950s. Cognitive psychologists argue that understanding how we think and process...
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Patient-centered Care01:13

Patient-centered Care

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Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
3.1K
Critical Thinking I01:24

Critical Thinking I

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Critical thinking helps decision-making and allows nurses to recognize barriers to success and find solutions to possible issues. It helps to brainstorm and implement ideas to achieve goals. Critical thinking helps acknowledge and state workflow inefficiencies while improving management techniques. Nurses understand the value of critical thinking and look for fellow nurses with critical thinking skills to upgrade their professional standards. Critical thinking can advance a nurse's career...
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Updated: Feb 19, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

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知識は,質問する能力を変化させ,学術的評価に影響を与えることによって,調査を再構成します.

Tuval Raz1, Yoed N Kenett2

  • 1Faculty of Data and Decision Sciences, Technion - Israel Institute of Technology, Haifa, Israel. tuval.raz@campus.technion.ac.il.

NPJ science of learning
|February 17, 2026
PubMed
まとめ

知識の獲得は,ドメイン特有の質問するスキルを時間とともに改善します. これらの調査能力は,特に開かれた評価において,学問的な成功を予測し,質問するスキルを育成する価値を強調します.

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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
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Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

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関連する実験動画

Last Updated: Feb 19, 2026

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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

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科学分野:

  • 認知心理学とは,認知心理学である.
  • 教育心理学の教育心理学について
  • 学習科学 学習科学 学習科学

背景:

  • 質問は,学習と認知の発達に不可欠です.
  • 疑問のオリジナリティと複雑さの縦断的な変化に関する研究は限られている.
  • 知識の獲得と質問する能力の間の関係はよく理解されていません.

研究 の 目的:

  • 習得した知識が,学期間にわたって質問する能力にどのように影響するかを調査する.
  • 質問能力が学業成績を予測するかどうかを判断する.
  • 一般的な質問と分野別質問の両方の変化を調べる.

主な方法:

  • 大学生 (N=68) が"心理学の入門"コースに参加しました.
  • 質問するタスク (一般的および分野別) は,学期前および学期後に行われました.
  • 学業成績は,選択式試験とオープンエンドの最終プロジェクトを通じて評価されました.

主要な成果:

  • ドメイン特有の質問能力は,学期中に著しく改善されました.
  • 一般的な質問能力は安定したままでいたか,減少した.
  • より強い質問能力は,オープンエンドのプロジェクトパフォーマンスと正の相関関係があり,閉鎖エンドのテストスコアと負の相関関係がありました.

結論:

  • 知識の獲得は,領域特有の調査スキルを高めます.
  • 質問する能力は,特に複雑で終わりのないタスクでは,学問的な成功の貴重な予測要因です.
  • 教育的な介入は,洗練された質問するスキルの培養に焦点を当てるべきです.