TY - CHAP
T1 - Meta-reasoning
T2 - What can we learn from meta-memory?
AU - Ackerman, Rakefet
AU - Thompson, Valerie A.
PY - 2015/1/1
Y1 - 2015/1/1
N2 - The past few decades have witnessed a surge of research in the area of metacognition in general, and meta-memory in particular. The foundational principles for this work were articulated in the framework developed by Nelson and Narens. Although there have been substantial developments since then, the basic principles articulated there remain widely accepted. These differentiate object-level from meta-level cognition: meta-level processes monitor and regulate ongoing object-level processes. To date, the bulk of the metacognitive literature is focused on the processes associated with learning, particularly, memorizing word lists. Here, object-level processes involve the transfer of information from an external source to the learner’s memory system via one or more learning strategies. The meta-level regulates these processes by setting goals, deciding among appropriate strategies, monitoring their progress and terminating an activity. Although these basic principles are clearly relevant for regulating the performance of many other cognitive tasks, relatively little is known about the meta-level processes involved in them. The present chapter is focused on meta-level processes involved in reasoning, including tasks such as logical reasoning, and problem solving. In some respects, there are strong analogies that can be made between meta-memory and meta-reasoning. For example, some reasoning tasks may be solved by retrieving an answer from memory. However, others cannot be solved in that way, and instead rely on deliberate, working-memory demanding processes that evolve over time. Even when a solution can be retrieved from memory, higher-order cognitive processes may be recruited to evaluate the adequacy of the answer and consider alternatives. Nevertheless, the meta-level in this context will involve processes that are similar to those that regulate learning, such as setting goals, deciding among strategies, monitoring progress and terminating an activity. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AB - The past few decades have witnessed a surge of research in the area of metacognition in general, and meta-memory in particular. The foundational principles for this work were articulated in the framework developed by Nelson and Narens. Although there have been substantial developments since then, the basic principles articulated there remain widely accepted. These differentiate object-level from meta-level cognition: meta-level processes monitor and regulate ongoing object-level processes. To date, the bulk of the metacognitive literature is focused on the processes associated with learning, particularly, memorizing word lists. Here, object-level processes involve the transfer of information from an external source to the learner’s memory system via one or more learning strategies. The meta-level regulates these processes by setting goals, deciding among appropriate strategies, monitoring their progress and terminating an activity. Although these basic principles are clearly relevant for regulating the performance of many other cognitive tasks, relatively little is known about the meta-level processes involved in them. The present chapter is focused on meta-level processes involved in reasoning, including tasks such as logical reasoning, and problem solving. In some respects, there are strong analogies that can be made between meta-memory and meta-reasoning. For example, some reasoning tasks may be solved by retrieving an answer from memory. However, others cannot be solved in that way, and instead rely on deliberate, working-memory demanding processes that evolve over time. Even when a solution can be retrieved from memory, higher-order cognitive processes may be recruited to evaluate the adequacy of the answer and consider alternatives. Nevertheless, the meta-level in this context will involve processes that are similar to those that regulate learning, such as setting goals, deciding among strategies, monitoring progress and terminating an activity. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
KW - Learning
KW - Memory
KW - Metacognition
KW - Problem Solving
KW - Reasoning
KW - Cognitive Processes
KW - Logical Thinking
M3 - ???researchoutput.researchoutputtypes.contributiontobookanthology.chapter???
T3 - Current issues in thinking and reasoning
SP - 164
EP - 182
BT - Reasoning as memory.
A2 - Feeney, Aidan
A2 - Thompson, Valerie A.
CY - New York, NY
ER -