Disclaimer: English Kinda Thing

The sole purpose of the "English Kinda Thing" is to document my attempts to correct my own mistakes in standard English usage and to share the resources I find. In no way do I attempt to teach nobody English through these blurbs--just as I intend not to teach nobody to be a neurotic and psychotic handicap in Ratology Reloaded or Down with Meds! :-)

Wednesday, July 3, 2013

F Weinert (1987) Introduction and Overview: Metacognition and Motivation as determinants of effective learning and understanding

Some interesting notions as of 1987... addressing interesting issues I am stalled with... such as bridging the gap between the notion of central executive and the executive function of metacognition.

Over 2 decades later, I hope the experts have gotten the issues they pointed out resolved!

Weinert, Franz E. (1987). Introduction and Overview: Metacognition and Motivation as Determinants of Effective Learning and Understanding. In F. E. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 1-16). Hillsdale, N.J.: L. Erlbaum Associates.
Also, if somebody knows something, then he knows that he knows it, and at the same time he knows that he knows that he knows.--Spinoza, 1632-1677

"... the meta flood... although some believe that these constructs reflect a new and stimulating research perspective, others find fault with the vague and often arbitrary distinction between cognition and metacognition." (P. 8)

The problem I have encountered is actually on the notion of the Central Executive and executive functions.

As of 1987...
"Most developmental authors agree with Cavanaugh and Perlmutter's evaluation: 'the present state of metamemory is not good.'" (P.8)

Wonder what the evaluation outcome would be as of 2013?

Issues surrounding metacognition: (p.9-10)
In addition to the diversity in research questions, procedures, and operationalization:
1.  The consciousness problem: As stated by Brown, one's position with respect to conscious and implicit knowledge influences the collection, analysis, and interpretation of metamemory data.
2. The relationship of memory performance and metamemory remains unclear both theoretically and empirically.
3. Metacognition is often regarded as referring to general and flexible knowledge that is not domain specific. (Question: Then why did (hopefully not do) I keep on going back to the psychiatric ward after the onset? Didn't I learn something throughout the development of the initial episode that extended for months if not years?)

The issue of combining research of different orientations...
"Cognition, metacognition, procedural skills, and motivational factors are important determinants of learning activity.... An integration of the different research approach is also necessary if one wants to study and measure phenomena of learning by doing, and doing in order to learn." (P. 13)

Yes, and I only want a lingua franca entailing information processing theory and metacognition please!

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