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Este Cmap, tiene información relacionada con: Orechkina & Greenberg 2007, Orechkina, M. J., & Greenberg, K. H. (2007). Metacognition as a form of discourse within a community of learners. Journal of Cognitive Education and Psychology, 6(2), 248-258. introduction explains that metacognition, Orechkina, M. J., & Greenberg, K. H. (2007). Metacognition as a form of discourse within a community of learners. Journal of Cognitive Education and Psychology, 6(2), 248-258. brings together role language plays in child development (according to Vygotski), consistent and constant use of a shared vocabulary about mental innerworkings is worthwhile, even essential as long as vocabulary is used in the context of larger discussions about learning (e.g., how to employ the metacognitive knowledge described by the vocabulary), definition of metacognition is more complex than "knowledge & cognition about cognitive phenomena" (Flavell, 1979, p. 906), definition of metacognition should be "a form of discourse within a community of learners", definition of metacognition is relational, goal is understanding / application of vocabulary words' meaning rather than simply use of the words, metacognition characteristics goal of education, role language plays in child development (according to Vygotski) is a bridge between theory of the mind research, definition of metacognition is extremely complex, theory of the mind research = a person's ideas about the inner-workings of the abstract concept we call the mind (i.e., mental processes, etc.), Orechkina, M. J., & Greenberg, K. H. (2007). Metacognition as a form of discourse within a community of learners. Journal of Cognitive Education and Psychology, 6(2), 248-258. concludes intentionally talking about mental innerworkings and their place in learning facilitates development of / improved use of those mental innerworkings, Orechkina, M. J., & Greenberg, K. H. (2007). Metacognition as a form of discourse within a community of learners. Journal of Cognitive Education and Psychology, 6(2), 248-258. concludes definition of metacognition, consistent and constant use of a shared vocabulary about mental innerworkings is worthwhile, even essential as long as goal is understanding / application of vocabulary words' meaning, metacognition characteristics positively correlated with successful learners, metacognition characteristics negatively correlated with less successful learners, Orechkina, M. J., & Greenberg, K. H. (2007). Metacognition as a form of discourse within a community of learners. Journal of Cognitive Education and Psychology, 6(2), 248-258. brings together Cognitive Enrichment Advantage (CEA), Orechkina, M. J., & Greenberg, K. H. (2007). Metacognition as a form of discourse within a community of learners. Journal of Cognitive Education and Psychology, 6(2), 248-258. brings together theory of the mind research, metacognition defined as "knowledge & cognition about cognitive phenomena" (Flavell, 1979, p. 906), Orechkina, M. J., & Greenberg, K. H. (2007). Metacognition as a form of discourse within a community of learners. Journal of Cognitive Education and Psychology, 6(2), 248-258. concludes consistent and constant use of a shared vocabulary about mental innerworkings is worthwhile, even essential