Metacognition: History, Definition Of The Concept And Theories
One of the main abilities of the human being is the ability to think thoughts, which is a summarized definition of the term “metacognition.”
This is an ability that may only be present in the Homo sapiens (although surely other extinct species of hominids also possessed it) and that, although we do not realize it, it gives us a world of possibilities.
In this article we will see what exactly metacognition consists of and how it influences our lives, as well as some psychological theories that address this phenomenon.
The concept of metacognition It is usually used in the field of psychology and the behavioral and cognitive sciences to refer to the ability, possibly only found in humans, to attribute one’s own thoughts, ideas and judgments to other people and oneself.
Although metacognition is a concept that is very commonly used in scientific circles and among the academic community, it is not currently an accepted term by the Royal Spanish Academy of Language (RAE).
However, there is a consensus among cognitive psychology scholars when it comes to defining metacognition as an innate ability in human beings 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 and other people’s behavior through the constant perception of the emotions, attitudes and feelings of others, which allows us to formulate hypotheses about how they will act in the future. future.
As in Psychology it is always easier to understand concepts through examples, let’s look at some of them related to metacognition the daily life of a normal and ordinary person
Main investigations
The concept of metacognition has been widely studied by the cognitive sciences, and its importance is rooted in areas such as personality, learning, self-concept or social psychology. Several academics stand out 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 the dogs often played with each other by simulating small, harmless fights and detected that, through different signals, the dogs became aware of being in a fictitious fight (a simple game) or they were facing a real and potentially dangerous fight.
Metacognition in humans
As for humans, metacognition It 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 eyes of researchers, correspond to the activation of their ability to perform metacognition.
Experts point out that metacognition is a capacity that is latent in human beings from birth, but that only manages to ‘activate’ when the child’s maturational stage reaches the appropriate conditions, in addition to correct stimulation of their cognitive abilities.
After the childhood 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 adequately 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 may be due to different causes. There are experts who point out that autism could be caused by dysfunctions in the theory of mind.
Theories that address metacognition
Metacognition and 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 understand some aspects of our environment and allows us to reflect, providing us with better tools to carry out our desires and ideas.
Metacognition is also a skill that allows us to manage a wide set of cognitive processes, from the simplest to truly complex ones.
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, He 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 others’ cognitive functions, anticipating the intentions, ideas and attitudes of others.
Constructivism
The constructivist school proposes certain nuances around the concept of metacognition. He points out, at the outset, that the human brain is not a simple receptor of inputs perceptive, 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 is linked to the personal and subjective history of the individual, as well as their way of approaching and interpreting (giving meaning) to the knowledge they acquire. This knowledge includes those that refer to what oneself believes others know, what they intend, etc. In this way, one or another style of metacognition has implications for 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 must try to emphasize the personal capabilities of each student that are related to the way in which she learns and understands 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 capacity.
One of the ways to enhance metacognition in the classroom is to develop a teaching style that takes into account the cognitive skills, abilities and competencies, as well as the emotional management of students, so that a better connection is achieved between the student and the object of study, promoting meaningful learning. This learning style has to go hand in hand with personalized treatment for students.
Thus, theory of mind and metacognition can help us understand and make our learning more efficient, through planning and evaluating our way of approaching it.
