Unit 7 - Metacognition

3. Differentiate between judgment of learning and feeling of knowing tasks:

• Both are monitoring tasks but: • Judgement of Learning (JOL): do you know it well enough to move on? • Feeling of Knowing (FOK): how sure are you that you are correct?

1. Describe the effect of aging on metacognitive monitoring

• Episodic memory is spared on most tasks • Older adults with the greatest losses in the prefrontal cortex show greater losses in metacognition (e.g. Planning, reasoning, decision making, etc. metacognition and higher level thinking go hand in hand)

2. Give examples of metacognitive monitoring and metacognitive control strategies

• Metacognitive monitoring tasks: Monitoring thinking, cognition, memory to see if you are remembering correctly. E.g. performance evaluation of one's self. • Do I remember this? • Is this task difficult for me? • Did I understand the reading? • Metacognitive control strategies: Using our skill of metacognition to improve our performance. • Will I remember this better if I do X or Y? • Will this study strategy help me? • What should I do to make this task easier?

5. Describe how metacognition can be used as a compensation mechanism in older adults

• Older adults see more losses in episodic memory, working memory, attention • But Metacognitive control is more efficient in older adults because they are more experienced with it and they are making up for what they cannot remember. • Therefore respond using appropriate strategies.

4. Describe the role of the prefrontal cortex in metacognition

• Planning, reasoning, decision making etc. • Play into accuracy of knowing your own knowledge

metacognitive control strategies

Will I remember this better I do X or Y? Will this study strategy help me? What should I do to make the task easier?

metacognitive monitoring

i.e. Do I remember this? Is this task difficult for me? Did I understand the reading?

metacognition

thinking about thinking/thoughts