Metacognition for a Common Model of Cognition

Kralik, Jerald D.; Lee, Jee Hang; Rosenbloom, Paul S.; Jackson, Philip C.; Epstein, Susan L.; Romero, Oscar J.; Sanz, Ricardo; Larue, Othalia; Schmidtke, Hedda R.; Lee, Sang Wan; McGreggor, Keith

doi:10.1016/j.procs.2018.11.046

Cited by 26 publications

(12 citation statements)

References 30 publications

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“…To our knowledge, no one has heretofore combined all of these factors, produced a priori predictions about them, and provided direct evidence to test them. Our results further suggest that the functional value derived from gossiping involves the highest levels of our sociocognitive abilities, such as the knowledge and processing required to maintain and continuously update models of others’ minds, use it to predict their behavior, and perform and maintain the sophisticated social accounting necessary for successful and valuable long-term social interactions [ 1 , 72 – 75 , 121 , 122 ]. We hope our paradigm and findings can provide specific hypotheses for future examination of the underlying neural mechanisms.…”

Section: Discussionmentioning

confidence: 89%

How ‘who someone is’ and ‘what they did’ influences gossiping about them

et al. 2022

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To understand, predict, and help correct each other’s actions we need to maintain accurate, up-to-date knowledge of people, and communication is a critical means by which we gather and disseminate this information. Yet the conditions under which we communication social information remain unclear. Testing hypotheses generated from our theoretical framework, we examined when and why social information is disseminated about an absent third party: i.e., gossiped. Gossip scenarios presented to participants (e.g., “Person-X cheated on their exam”) were based on three key factors: (1) target (ingroup, outgroup, or celebrity), (2) valence (positive or negative), and (3) content. We then asked them (a) whether they would spread the information, and (b) to rate it according to subjective valence, ordinariness, interest level, and emotion. For ratings, the scenarios participants chose to gossip were considered to have higher valence (whether positive or negative), to be rarer, more interesting, and more emotionally evocative; thus showing that the paradigm was meaningful to subjects. Indeed, for target, valence, and content, a repeated-measures ANOVA found significant effects for each factor independently, as well as their interactions. The results supported our hypotheses: e.g., for target, more gossiping about celebrities and ingroup members (over strangers); for valence, more about negative events overall, and yet for ingroup members, more positive gossiping; for content, more about moral topics, with yet all domains of social content communicated depending on the situation—context matters, influencing needs. The findings suggest that social knowledge sharing (i.e., gossip) involves sophisticated calculations that require our highest sociocognitive abilities, and provide specific hypotheses for future examination of neural mechanisms.

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Section: Discussionmentioning

confidence: 89%

How ‘who someone is’ and ‘what they did’ influences gossiping about them

et al. 2022

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“…The study of Chen, et al [35] aimed to develop a participatory reading appendix system based on digital incentives to encourage students to comment on what they read, and the results showed the effectiveness of digital incentives in enhancing learners' performance concerning the quality of their participation in the appendix-based reading comprehension process. In another study by Zainuddin, et al [36] which was concerned with analyzing (46) research papers between (2016-2019) related to digital incentives, the results of the study indicated the importance of retesting the incentivizing elements within multiple digital applications and platforms to determine their effectiveness and their various effects on learning outcomes. In another study conducted by Legaki, et al [37] to verify the effectiveness of digital incentives in overcoming challenges in the field of statistical education through the use of points, levels, and leaderboards, and by analyzing the quantitative results of (365) students.…”

Section: Activities Based On Digital Incentivesmentioning

confidence: 99%

“…The current study is concerned with planning, control, and assessment skills, as basic skills for meta-cognitive thinking, and they can be put forward as follows [44][45][46]:…”

Section: Meta-cognitive Thinkingmentioning

confidence: 99%

Developing a Model for e-Learning Activities Based on Digital Incentives Within the Context of COVID-19 and its Effectiveness in Developing Meta-Cognitive Thinking Among Higher Education Students

Alsulaimani¹

2022

Int. J. Emerg. Technol. Learn.

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The COVID-19 pandemic has created many challenges that have affected the efficiency of practicing e-learning activities, and therefore the current study was directed towards developing a model for e-learning activities based on digital incentives, especially gamification-based incentives such as points, badges, levels, and leader boards, to stimulate meta-cognitive thinking processes for higher education students during the pandemic. The quasi-experimental approach was used to compare the two study groups, where the first experimental group used electronic activities based on digital incentives, while the second experimental group used electronic activities without any incentives. The study sample consisted of (60) students from the preparatory year in the computer skills course who are taking the "System Lifecycle" unit, and the study sample was randomly distributed into two experimental groups. A scale to measure meta-cognitive thinking was prepared for the nature of the study unit. The scale included three axes, namely planning, control, and assessment, and each axis might consist of (8) indicators, with a total of 24 indicators. The results showed the advantage and effectiveness of electronic activities based on digital incentives (points, badges, levels, and leaderboards) in developing meta-cognitive thinking skills, whether at the overall level or the level of each of the meta-cognitive axes, including planning, control, and monitoring.

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“…The knowledge dimension refers not only to basic knowledge as it appears in the curriculum but also to interdisciplinary knowledge, such as wellness-related knowledge-to use an example relevant to health education. The skills dimension refers to higher-order skills such as the four Cs (communication, collaboration, critical thinking, and creativity) that are essential for more in-depth learning of content knowledge, as well as for being able to demonstrate understanding through performance [31][32][33]. The character dimension refers to mindfulness, curiosity, courage, resilience, ethics, and leadership.…”

Section: Metacognition and 21st-century Skillsmentioning

confidence: 99%

Drinking-Related Metacognitive Guidance Contributes to Students’ Expression of Healthy Drinking Principles as Part of Biology Teaching

Zion

Cohen

2021

Sustainability

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Biology education has adopted the goal of educating future generations about sustainable, healthy habits. The current paper focuses on drinking-related nutritional literacy—the characteristic of health education that refers to aspects of healthy drinking: drinking enough water and fewer sugar-sweetened beverages (SSBs). The study aims to foster school students’ critical thinking about the quality and the quantity of what they drink in everyday life. Facilitating students’ metacognitive awareness was achieved, as they were engaged in a biology learning activity centered on the importance of healthy drinking in everyday life. The study focused on two research questions: 1. What is the contribution of drinking-related metacognitive guidance to the development of metacognitive awareness concerning healthy drinking among students? 2. What is the contribution of drinking-related metacognitive guidance to the way students express the principles and importance of healthy drinking as part of their metacognitive awareness thinking process? The findings indicate a quantitative and qualitative improvement in drinking-related metacognitive awareness among those students who received metacognitive guidance as part of biology teaching. This paper suggests that metacognitive guidance has a significant pedagogical potential to improve sustainable healthy habits among children.

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Metacognition for a Common Model of Cognition

Cited by 26 publications

References 30 publications

How ‘who someone is’ and ‘what they did’ influences gossiping about them

How ‘who someone is’ and ‘what they did’ influences gossiping about them

Developing a Model for e-Learning Activities Based on Digital Incentives Within the Context of COVID-19 and its Effectiveness in Developing Meta-Cognitive Thinking Among Higher Education Students

Drinking-Related Metacognitive Guidance Contributes to Students’ Expression of Healthy Drinking Principles as Part of Biology Teaching

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