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Metacognition and Its Interactions with Cognition, Affect, Physicality and Off-Task Thought:Inside t

The Beginning Why write or, for that matter, read this book?How is the independent learning experience examined and ultimately understood in this book?The chapters that follow Independent learning But first, learning…What is independent learning?The ILE research presented in this study Metacognition: the key that unlocks the door Introduction Metacognition and cognition Understandings of metacognition Metacognition and education The body of research, new data, and applied approaches The independent learning experience: what is it made of?Introduction Typology of processing that occurs during independent learning The elements of metacognition: definitions and examples Findings from the three tasks: ILEs as data Control of thought and task performance Intra-personal metacognitive activity across different tasks Affective, physical and off-task processing The ILE: how do all the elements interact?Affective, physical, and off-task processing The grounded theory: a theory of multi-dimensional complexity within and between metacognition, cognition, and other processing during independent learning The multi-dimensions of each type of processing Non-linear and complex interactions Cognition and metacognition interactions Wider processing interactions Case studies: individual and group ILEs Introduction Case Study 1: individual independent learning Hiroshi Case Study 2: group independent learning Exploratory findings and their implications for learning Complex interplay within and between metacognition, cognition, and other categories of processing Metacognitive engagement (activity or frequency of activity) does not necessarily result in good performance High frequency switching between metacognition and cognition Lower frequency switching between metacognition and other forms of processing In socially shared metacognition, individuals contribute metacognitive prompts, which, in turn, trigger further metacognitive/cognitive action within the broader group. Individual contributions can be both collaborative and cooperative In social learning, off-task processing is more sustained Affective processing impacts/is impacted by metacognition and cognition Physical processing impacts/is impacted by metacognition and cognition The significance of off-task processing: a need for further examination Learners spend more time in sustained periods of cognition when the task is less complex (where the task has less elements, not necessarily lesser difficulty) and more time moving between cognition and metacognition when the task is more complex The complex manner in which processing occurs during independent learning highlights the individualised nature of learning, the complexity of group dynamics and cultural context and the impacts of these factors on processing during independent learning Unconscious metacognition Broader educational considerations Ideas for educational practice: three streams A focus on teaching: the metacognition of educators Appendices Appendix A: Categories of conscious thought processing during learning and their definitions A.l Processing Categories and Definitions A.2. Metacognitive Processing Categories and Definitions B.l Independent Language Learning Task - Learning Plan Prompts В.2 Coded Transcript of an Individual Independent Learning Experience (task 1)Appendix C: Coded transcript of a group independent learning experience (task 2)Appendix D: Coded transcript of a pair independent learning experience (learning task 3)

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Affective, physical and off-task processing
Although they have been discussed in the presentation of the three tasks, this section will look again at affective, physical and off-task processing. We expect processing to focus largely on the task at hand - the learning - which means we expect high levels of cognition and metacognition. Given this,...
(Metacognition and Its Interactions with Cognition, Affect, Physicality and Off-Task Thought:Inside the Independent Learning Experience)
Affective, physical, and off-task processing
In Chapter 4, we saw the five major categories of processing and how they interacted during independent learning. Alongside cognition and metacognition, learning also involves the learners’ processing of affective states and physical states during learning. In this volume, the word ‘affect’ is...
(Metacognition and Its Interactions with Cognition, Affect, Physicality and Off-Task Thought:Inside the Independent Learning Experience)
H-L Interaction May Be Affected by Underlying Conditions
Pre-existing respiratory disease amplifies the normal effects of breathing, and cardiovascular disease jeopardises the response to these stresses. Pulsus paradoxus and Kussmaul’s sign are common signs of the mechanical effects of respiration upon the circulation [10]. Chronic lung disease is often...
(Acute Respiratory Distress Syndrome)
Trust Elements: Cognitive, Affective and Conative Trust Components
The second framework is based on works in the field of attitude and trust research that emphasize that trust is best described by cognitive (C), affective (A), and behavioural (B) mental structures (e.g., Lewis & Weigert, 1985a, b): the CAB, or three-component model (Egaly & Chaiken, 1993; Hogg & Cooper,...
(Measuring Electronic Word-of-Mouth Effectiveness: Developing and Applying the eWOM Trust Scale)
Interaction between cognition and gait in patients with Parkinson's disease
Jeffrey M. Hausdorff, Jenny Zitser, Anat Mirelman, and Nir Giladi Introduction Gait disturbances and falls are a frequent cause of morbidity and mortality in patients with Parkinson’s disease (PD) [1-4]. Within 3 years of diagnosis, over 85% of people with clinically probable PD develop...
(Cognitive impairment and dementia in Parkinson disease)
How does culture interact with cognition to produce religion?
As we covered in Chapter 1 (Introduction), early pioneers in CSR argued that the study of religion was skewed in favor of personal and interpretative accounts of religion over systematic and explanatory theories. Their endeavors aimed to redress this balance by including explanatory accounts. As McCauley...
(An Introduction to the Cognitive Science of Religion: Connecting Evolution, Brain, Cognition, and Culture)
The grounded theory: a theory of multi-dimensional complexity within and between metacognition, cognition, and other processing during independent learning
The previous sections have outlined the five processing types that are present in independent learning and also explained the bi-directionality of movement 60 The ILE Table 5.1 The Grounded Theory This grounded theory posits that five different types of processing, namely, metacognitive,...
(Metacognition and Its Interactions with Cognition, Affect, Physicality and Off-Task Thought:Inside the Independent Learning Experience)
Translation, human-computer interaction and cognition
Translation is, without a doubt, a form of human—computer interaction (HCI). In a period of less than 30 years, technology has radically transformed the way in which professional translators work (Folaron, 2010, p. 429). Among other technologies, translation memory (TM) tools are now standard...
(The Routledge Handbook of Translation and Cognition)
Cognition and metacognition interactions
In examining how processing types interact with each other, we need to look first at the relationship and interactions between cognition (when the learner is focused on the content of their learning) and metacognition (when the learner is focused on how the learning is or should proceed). Looking at...
(Metacognition and Its Interactions with Cognition, Affect, Physicality and Off-Task Thought:Inside the Independent Learning Experience)
Affective processing impacts/is impacted by metacognition and cognition
When affective processing occurs, it interrupts other forms of processing and, as such, interrupts the progress of learning. This might be the result of cognition or metacognition (or even physical processing: ‘I’m so hot’ leading to T really feel negatively disposed to doing this task’) and...
(Metacognition and Its Interactions with Cognition, Affect, Physicality and Off-Task Thought:Inside the Independent Learning Experience)