Metacognition: history, definition of the concept and theories

The concept of metacognition is usually used in the field of psychology and the sciences of behavior and cognition to refer to the ability, possibly only found in humans, to attribute one's own thoughts, ideas, and judgments to others people.

The concept of metacognition

Although metacognition is a very commonly used concept in scientific circles and among the academic community, currently nor is it a term accepted by the Royal Spanish Academy of the Language (RAE).

However, there is a consensus among cognitive psychology academics when defining metacognition as an innate ability in humans. This ability allows us to understand and be aware of our own thoughts, but also of the ability of others to think and judge reality.

Metacognition, related to the concept of Theory of mind, also enables us to anticipate our own behavior and that of others through the constant perception of the emotions, attitudes and feelings of others, which allows to formulate hypotheses about how they will act in the future.

Main investigations

The concept of metacognition has been widely studied by cognitive sciences, and its importance is rooted in areas such as personality, learning, selfconcept wave Social psychology. Several academics excel in this field.

Bateson and metacognition in animals

Among these experts, it is essential to name the English anthropologist and psychologist Gregory bateson, who initiated studies on metacognition in animals. Bateson noticed that dogs used to play with each other by simulating harmless little fights and he detected that, through different signals, the dogs became aware of being before a fictitious fight (a simple game) or they were facing a real and potentially dangerous fight.

Metacognition in humans

As for humans, metacognition begins to appear already in early stages of development, during childhood. Between three and five years of age, children begin to show concrete responses that, in The researchers' eyes correspond to the activation of their ability to perform the metacognition. Experts point out that metacognition is a capacity that is latent in humans since birth, but that only achieves ‘Activated’ when the child's maturation stage reaches the appropriate conditions, as well as a correct stimulation of their abilities cognitive.

After the infant stage, humans constantly use metacognition, and this allows us to anticipate the attitudes and behaviors of other people. Although, of course, we use metacognition unconsciously.

Psychopathologies related to the absence of metacognition

In some circumstances, metacognition does not develop properly. In these cases, the absence or difficulties in activating metacognition are due to the presence of certain psychopathologies. This diagnosis can be made through certain evaluation criteria designed for this purpose.

When children do not develop metacognition in a normative way, it can be due to different causes. There are experts who point out that autism it could be caused by dysfunctions in the theory of mind.

Theories that address metacognition

Metacognition and the theory of mind have been constantly addressed by psychology. In general terms, the concept is usually defined as the way in which individuals reason and apply thought to reflect (unconsciously) on the way in which others act. Metacognition, therefore, allows us to apprehend some aspects of our environment and allows us to reflect, providing us with better tools to carry out our wishes and ideas.

Metacognition is also a skill that allows us to manage a wide set of cognitive processes, from the simplest to the truly complex.

John H. Flavell

One of the most cited authors on the concept of metacognition and theory of mind is the American developmental psychologist John H. Flavell. This expert in cognitive psychology, who was a disciple of Jean piaget, is considered one of the pioneers in the study of metacognition. According to Flavell, metacognition is the way in which human beings understand our own and other people's cognitive functions, anticipating the intentions, ideas and attitudes of others.

Constructivism

The constructivist school proposes certain nuances around the concept of metacognition. It points out, at the outset, that the human brain it is not a simple receiver of inputs perceptual, but it is also an organ that allows us to create psychic structures that end up constituting, for example, our personality, through our memories and knowledge.

According to constructivism, then, learning It is linked to the personal and subjective history of the individual, as well as to their way of approaching and interpreting (making sense of) the knowledge that he is acquiring. These knowledge include those that refer to what you think others know, what they want, etc. In this way, one or another style of metacognition has implications in the way in which the individual learns to integrate into social spaces.

Metacognition and learning: "learning to learn"

The concept of metacognition is also commonly used in the field of psychopedagogy and teaching. In the processes involved in learning, the educational system should try to emphasize the personal capabilities of each student that relate to the way she learns and understands the concepts. In this sense, it is interesting to formulate an educational curriculum that is permeable to the cognitive needs of students and that stimulates this ability.

One of the ways to enhance metacognition in the classroom is to develop a teaching style that has take into account the cognitive abilities, capacities and competences, as well as the emotional management of the students, so that a better connection is achieved between the student and the object of study, promoting the significant learning. This learning style has to go hand in hand with a personalized treatment for students.

Thus, the theory of mind and metacognition can help us understand and do more. efficient our learning, through planning and evaluating our way of learning tackle it.

Bibliographic references:

• Albaiges Olivart, J. M. (2005). The power of memory. Barcelona, ​​The Aleph.
• Anguera, M. T. (1993). Observational methodology in psychological research. Vol. 1 Barcelona: PPU.
• Bruner, J. (2004). Mental reality and possible worlds. Barcelona.
• Gardner, H. (2004). Flexible Minds: The Art and Science of Changing Our Opinion and That of Others. Barcelona, ​​Paidós Editions.
• Pedhazur, E. J. and Schmelkin, L. P. (1991). Measurement, design and analysis: an integrated approach. Hillsdale, NJ: Lawrence Erlbaum.