![]() Task knowledge (procedural knowledge), which is how one perceives the difficulty of a task which is the content, length, and the type of assignment.Also, greater confidence in having performed well is associated with less accurate metacognitive judgment of the performance. Studies have shown that students often mistake lack of effort with understanding in evaluating themselves and their overall knowledge of a concept. It is notable that not all metacognition is accurate. Content knowledge (declarative knowledge) which is understanding one's own capabilities, such as a student evaluating their own knowledge of a subject in a class.Some types of metacognitive knowledge would include: Metacognitive knowledge is about one's own cognitive processes and the understanding of how to regulate those processes to maximize learning and decision-making. This concept needs to be explicitly taught along with content instruction. Metacognition also involves thinking about one's own thinking process such as study skills, memory capabilities, and the ability to monitor learning. Moreover, with his colleagues, he showed that these processes participate in general intelligence, together with processing efficiency and reasoning, which have traditionally been considered to compose fluid intelligence. Andreas Demetriou's theory (one of the neo-Piagetian theories of cognitive development) used the term hyper-cognition to refer to self-monitoring, self-representation, and self-regulation processes, which are regarded as integral components of the human mind. For example, a person is engaging in metacognition if they notice that they are having more trouble learning A than B, or if it strikes them that they should double-check C before accepting it as fact. Flavell defined metacognition as knowledge about cognition and control of cognition. The term metacognition literally means 'above cognition', and is used to indicate cognition about cognition, or more informally, thinking about thinking. This higher-level cognition was given the label metacognition by American developmental psychologist John H. Writings on metacognition date back at least as far as two works by the Greek philosopher Aristotle (384–322 BC): On the Soul and the Parva Naturalia. Academic research on metacognitive processing across cultures is in the early stages, but there are indications that further work may provide better outcomes in cross-cultural learning between teachers and students. Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition. Scientific models are often prone to distancing the observer from the object or field of study whereas a metacognitive model in general tries to include the observer in the model. A metacognitive model differs from other scientific models in that the creator of the model is per definition also enclosed within it. There are generally two components of metacognition: (1) knowledge about cognition and (2) regulation of cognition. Metacognition can take many forms, such as reflecting on one's ways of thinking and knowing when and how to use particular strategies for problem-solving. The term comes from the root word meta, meaning "beyond", or "on top of". Metacognition is an awareness of one's thought processes and an understanding of the patterns behind them. Thinking about thinking, higher-order thinking skills
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