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相关概念视频

Metacognition01:26

Metacognition

138
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...
138
Cognitive Learning01:21

Cognitive Learning

220
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...
220
Hindsight Biases01:12

Hindsight Biases

3.4K
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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Cognitivism01:17

Cognitivism

1.4K
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...
1.4K
Social Cognitive Perspective on Personality01:30

Social Cognitive Perspective on Personality

491
Social cognitive perspectives on personality emphasize the importance of conscious awareness, beliefs, expectations, and goals in shaping behavior. These perspectives incorporate behaviorist principles, such as learning through reinforcement and conditioning, but extend beyond them by highlighting human reasoning and planning. Unlike traditional behaviorist views, social cognitive theory focuses on how individuals reflect on their past experiences and plan for future outcomes by considering...
491
Critical Thinking01:19

Critical Thinking

82
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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相关实验视频

Updated: Jun 6, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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关于协作学习的元认知:学生的信仰与他们的学习偏好不一致.

Yunfeng Wei1, Nicholas C Soderstrom1, Michelle L Meade1

  • 1Department of Psychology, Montana State University, P.O. Box 173440, Bozeman, MT 59717-3440, USA.

Behavioral sciences (Basel, Switzerland)
|November 27, 2024
PubMed
概括

学生发现小组学习是有益的,但更喜欢独自学习,突出了信仰和学习偏好之间的脱节. 他们使用不同的策略进行个人与小组的工作,影响协作学习的有效性.

关键词:
合作 合作 合作 合作协作式记忆 协作式记忆 协作式记忆学习学习学习学习学习学习超认知 (metacognition) 是一种表认知.战略 战略 战略 战略

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Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
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科学领域:

  • 教育心理学教育心理学
  • 认知科学 认知科学

背景情况:

  • 协作在教育中至关重要,但学生对协作的超认知信念未得到充分研究.
  • 了解这些信念是优化协作学习环境的关键.

研究的目的:

  • 调查学生关于小组学习的元认知信念.
  • 探索他们的学习偏好,策略 (个人与团体) 和所需的组成员特征.

主要方法:

  • 进行了一项在线调查,收集有关学生与协作有关的信仰,偏好和行为数据.
  • 数据分析的重点是确定这些因素之间的模式和关系.

主要成果:

  • 学生认为合作是有益的,但由于分心和问责问题,他们更喜欢单独学习.
  • 单独使用不同的学习策略 (例如,重读笔记),而不是在团体中 (例如,测验).
  • 学生重视专注,有动力和勤奋的小组成员,这影响了他们与学习小组的参与.

结论:

  • 学生对合作的积极信念与他们对个人学习的偏好之间存在差异.
  • 关于协作的元认知信念显著影响研究策略和群体动态.
  • 这些发现对自我调节学习理论和改善教育环境中的协作学习有意义.