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This Concept Map, created with IHMC CmapTools, has information related to: Orechkina & Greenberg 2007, definition of metacognition should be "a form of discourse within a community of learners", definition of metacognition is extremely complex, 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, goal is understanding / application of vocabulary words' meaning rather than simply use of the words, role language plays in child development (according to Vygotski) is a bridge between Cognitive Enrichment Advantage (CEA), metacognition defined as "knowledge & cognition about cognitive phenomena" (Flavell, 1979, p. 906), metacognition characteristics negatively correlated with less successful learners, 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, 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, role language plays in child development (according to Vygotski) is a bridge between theory of the mind research, 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, definition of metacognition is more complex than "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 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. brings together theory of the mind research, metacognition characteristics goal of education, 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 relational, 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), 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.)