2. Prior to reading this chapter, what thoughts would come to mind when hearing the word "metacognition?" After reading chapter 8, what new ideas and understandings do you have about this process? [Synthesizing]
References
Ormrod, J.E. (2011). Educational Psychology: Developing Learners. Boston, MA: Pearson.
The four instances of transfer are positive, negative, general, and specific transfer.
ReplyDeletePositive transfer is when something previously learned helps learning or performance in another situation. Negative transfer is exactly the opposite. This is when something previously learned inhibits learning or performance in another situation. General transfer is when something learned in one situation affects learning or performance in a very unrelated situation. Specific transfer is when something learned in one situation affects learning or performance in a similar situation.
The perspective of transfer Ormrod mentions is called formal discipline. This view suggests that rigorously studying something increases one's ability to learn other things, even if they are unrelated.
Before reading this chapter, when I heard the word metacognition I immediately thought "thinking about thinking". That was the extent of my knowledge about metacognition. This might sound silly, but I never made the connection between metacognition and learning strategies. Obviously, when using strategies, you have to think about which one would work best in each situation for you personally. That requires a lot of metacognition. It also makes a lot of sense that metacognitive awareness would improve learning. Basically, this chapter opened my eyes to some now obvious aspects of metacognition that I had previously overlooked.