City of Lapu-Lapu

LAPU-LAPU CITY COLLEGE

SECOND SEMESTER ACADEMIC

YEAR 2019-2020
Second year, Filipino 2B

Cognition and Metacognition

Activity # 2

Submitted by: Gemma V. Tapi-on

Submitted to: Ms. Mary Jane A. Obispo

 Cognitive learning strategies and metacognitive strategies are conceptually
distinct in one major way. Cognitive learning strategies are not universally applicable ,
but situation specific while metacognitive learning strategies are involve more universal
application and not situation specific but involve generic skills essential for adult, more
sophisticated forms of thinking and problem solving.
These two kinds of learning approach have similarities to understanding the process
of learning. These two strategies are still present in teaching a person how to develop or
how they learn based on these. These are the mental process involving in gaining
knowledge and comprehension.

Factors associated with the development of cognition are biological and

environmental factors. Biological factors includes heredity, maturation, sense organs
and intelligence. Environmental factors includes socioeconomic status, family and
society, and various types of stimuli.
Cognitive development is also influenced by the hereditary traits that one gets from
his parents. Genetics with some disabilities which may affect cognitive development
because it may passed down from parents to their children. Maturation is when a child
gets matured he gets more interactive with his environment. For a good cognitive
development interactions with the environment is necessary, which the child does with
the help of his mental and motor maturation. This interactions help directly in the
development of cognition. A proper development of sense organs can help in receiving
correct stimuli and the correct concepts. Defective sense organs collect defective stimuli
and thus, a wrong concept can be formed. Intelligence affects all mental capacities.
Children with high Intelligence Quotient are able to receive stimuli from the environment
properly.
Learning opportunities a child could get would affect their cognitive development.
When a child is from family of higher socioeconomic status may get more opportunities
and better training than those who don’t, which helps in their cognitive development.
Family and society could provide different opportunities and create an encouraging
atmosphere for children to learn. Other siblings and friends could also be an imitation
target. Children can observe and then imitating others’ behaviour. Children can get
various stimuli from the environment and they perceive meanings such as concept ang
symbols. Their parents can assist them to get those meaning.

Strategies that develop students’ metacognitive skills and self-regulation are

the following:

1. Teach students how their brains are wired for growth.

The beliefs that students adopt about learning and their own brains will
affect their performance. Research shows that when students develop a
growth mindset vs. a fixed mindset, they are more likely to engage in
reflective thinking about how they learn and grow. Teaching kids about the
science of metacognition can be an empowering tool, helping students to
understand how they can literally grow their own brains.

2. Give students practice recognizing what they don't understand.

The act of being confused and identifying one's lack of understanding is

an important part of developing self-awareness. Take time at the end of a
challenging class to ask, "What was most confusing about the material we
explored today?" This not only jump-starts metacognitive processing, but
also creates a classroom culture that acknowledges confusion as an
integral part of learning.

3. Provide opportunities to reflect on coursework.

 Higher-order thinking skills are fostered as students learn to recognize

their own cognitive growth.

4. Have students keep learning journals.

One way to help students monitor their own thinking is through the use of
personal learning journals. Assign weekly questions that help students
reflect on how rather than what they learned. Encourage creative
expression through whatever journal formats work best for learners,
including mind maps, blogs, wikis, diaries, lists, e-tools, etc.

5. Use a "wrapper" to increase students' monitoring skills.

A "wrapper" is a short intervention that surrounds an existing activity

and integrates a metacognitive practice. Before a lecture, for example, give
a few tips about active listening. Following the lecture, ask students to write
down three key ideas from the lecture. Afterward, share what you believe to
be the three key ideas and ask students to self-check how closely theirs
matched your intended goals. When used often, this activity not only
increases learning, but also improves metacognitive monitoring skills.

6. Consider essay vs. multiple-choice exams.

Research shows that students use lower-level thinking skills to prepare

for multiple-choice exams, and higher-level metacognitive skills to prepare
for essay exams. While it is less time consuming to grade multiple-choice
questions, even the addition of several short essay questions can improve
the way students reflect on their learning to prepare for test taking.

7. Facilitate reflexive thinking.

 Reflexivity is the metacognitive process of becoming aware of our biases
-- prejudices that get in the way of healthy development. When students
engage in conversations or write essays on biases and moral dilemmas
related to politics, wealth, racism, poverty, justice, liberty, etc., they learn to
"think about their own thinking." They begin to challenge their own biases
and become more flexible and adaptive thinkers.

Factors in learning related to development of cognition and metacognition

Cognitive factors that influence learning range from basic learning processes, such as
memorizing facts or information, to higher-level processes, such as understanding,
application, analysis and evaluation. An important cognitive aspect of learning, that can
hinder or facilitate learning, is prior knowledge and prior learning experience of students.
Cognitive and metacognitive factors of learning are the following:
 Nature of the learning process
The learning of the complex subject matter is most effective when it is an
intentional process of constructing meaning from information and experience.
 Goal of the learning process
The successful learner, overtime and support and instructional guidance,
can create meaningful , coherent representation of knowledge.
 Construction of knowledge
The successful learner can link new information with existing knowledge in
meaningful ways.
 Strategic Thinking
The successful learner can create and use a repertoire of thinking and
reasoning strategies to achieve complex learning goals.
 Thinking about Thinking
Higher strategies for selecting and monitoring mental operations facilitate
creative and critical thinking.
 Context of Learning
Learning is influenced by environmental factors, culture, technology, and
instructional practice.

Strategies to help student process information are the following:

 Use a Step-by-step Approach and Repetition of Skills

 Step-by-step approach
 Teach steps in the same sequence
 Practice skills
 Re-teach skills
 Overlearn skills
  Reinforce concepts
 Revisit skills throughout the year
 Practice, practice, practice!

 Practice Sequencing Strategies

 Create linear timelines

 Create linear calendars
 Create a photo story; use photographs showing each step
 Use songs with actions
 Practice taking turns; use a “talking stick” that is passed around a circle
when it’s the speaker’s turn to speak

 Teach Memory Strategies

 Make a list
 Use a calendar
 Create a daily schedule including class subjects and times
 Use highlighters
 Use mnemonic devices

 Use Memory Aids

 Allow the students to use open books or notes on tests

 Provide examples of finished projects

 Use a Multi-sensory Approach

 Pair oral information with visual cues

 Teach concepts through art, music, and drama
 Involve as many senses as possible
 Use an activity-based curriculum—learning by doing provides a stronger
base to remember
 Relate learning to student’s life experiencesFor details using visual
information, a multi-sensory approach, and an activity-based learning refer
to Chapter 4 – Variety.

 Use Technology Tools

 Tape recordings allow a student to listen to information many times (i.e.,

books on tape)
 Videos provide visual and auditory input
 Computers enable visual and auditory interaction

 Keep Language Simple

  Provide instructions one-at-a-time
 Have student demonstrate that he/she understands the directions (repeating
the information back does not necessarily demonstrate understanding)
 Keep concepts concrete and provide examples
 Use vocabulary familiar to students

Implications of cognitive theories on:

Teaching
 Cognitive learning theory is best used to guide learning when trying to build
useful knowledge structures and teach clinical reasoning.
 The theory suggests that EXPERIENCE with clinical cases is crucial for
organizing knowledge in memory and facilitating recall. This implies that
teachers should:
Be mindful of the learner’s prior clinical experiences before judging
the learner’s performance.
Facilitate recall of prior experiences during clinical case discussions.
 Teachers should expose early learners to TYPICAL cases with guided study
plans to facilitate development of strong anchor prototypes. Subsequent
case exposure should be directly related to the learner’s understanding of
these anchor cases using a compare and contrast strategy.
 Teachers should encourage learners to actively IDENTIFY THE PROBLEM
they are trying to solve, using complex clinical syndromes with ambiguity.
Formulating the case at this abstract level facilitates connections to
prototypes.
 Teachers should encourage learners to use a COMPARE AND CONTRAST
strategy when reading about clinical presentations.
 Teachers should encourage case write-ups that demonstrate comparing
and contrasting key and discriminating clinical features in justifying the
selection of a working diagnosis among the differential.

Learning
 Provide unifying themes for content, because information that lacks a theme
can be difficult to comprehend, or, worse, the learner may “accrete” the
information to the wrong schema.
 Provide a relevant context for learning in order to activate an existing
schema.
 Develop and apply techniques for students to use to impose structure on
what they learn and thus make it more memorable, such as the use of
information mapping or advance organizer.
 Represent what the experts know in order to facilitate the learning process
and use case-based reasoning for knowledge representation.
 Make instructional material meaningful by identifying the learner’s mental
model and providing conceptual models invented by teachers, designers,
scientists, or engineers to help make some target system understandable.
  Choose texts with “standard” arrangement so that they conform to student
expectations.
 Encourage students to read titles and headings.
 Point out the structure of particular kinds of texts; for example, what are the
common features of published research articles?

Teaching methods of cognitive learning theory is a way of learning that helps

students use their brains more effectively. This method of learning is active, constructive,
and long-lasting. It encourages students to fully engage in the learning process so
learning, thinking, and remembering get easier. The cognitive learning strategies
includes:

 Asking students to reflect on their experience

 Helping students find new solutions to problems
 Encouraging discussions about what is being taught
 Helping students explore and understand how ideas are connected
 Asking students to justify and explain their thinking
 Using visualizations to improve students’ understanding and recall
Title
Intellectual engagement and cognitive ability in later life (the “use it or lose it”
conjecture): longitudinal, prospective study

Source
BMJ (2018).Intellectual engagement and cognitive ability in later life (the “use it or
lose it” conjecture): longitudinal, prospective study. Retrieved from: https://
www .bmj.com/content/363/bmj.k4925

Problem
Intellectual engagement and cognitive ability in later life (the “use it or lose it”
conjecture): longitudinal, prospective study

Research Methodology
Sample of 498 volunteers who had taken part in the Scottish Mental Health Survey
of 1947, from one birth year (1936).Current adult ability was assessed by a trained
psychologist following standard procedures using the digit symbol substitution test and
the auditory-verbal learning test.22 The digit symbol substitution test requires
participants to match symbols with a corresponding digit; the total number of correct
answers provided the test score. The auditory-verbal learning test is widely used to
evaluate verbal memory and reliably identifies older adults with age related memory
impairments.23 This test was administered to the study participants on the first occasion
at about age 64 years and repeated on up to five occasions over the next 14 years.
Results from the national adult reading test were recorded on study entry, and provide
an estimate of crystallised intelligence.We used a 16 question subset of the
questionnaire for typical intellectual engagement.25 This tool has been used to estimate
intellectual engagement in various studies, has been predominantly used to predict
academic performance, and has shown to predict performance over and above
intelligence and personality traits.

Findings
Intellectual engagement was significantly associated with level of cognitive
performance in later life, with each point on a 24 point scale accounting for 0.97
standardised cognitive performance (IQ-like) score, for processing speed and 0.71
points for memory (both P<0.05). Engagement in problem solving activities had the
largest association with life course cognitive gains, with each point accounting for 0.43
standardised cognitive performance score, for processing speed and 0.36 points for
memory (both P<0.05). However, engagement did not influence the trajectory of age
related decline in cognitive performance. Engagement in intellectual stimulating
activities was associated with early life ability, with correlations between engagement
and childhood ability and education being 0.35 and 0.22, respectively (both P<0.01).

Conclusion/ Recommendation

These results show that self reported engagement is not associated with the
trajectory of cognitive decline in late life, but is associated with the acquisition of ability
during the life course. Overall, findings suggest that high performing adults engage and
those that engage more being protected from relative decline.
Title
Cognitive Network Science: A Review of Research on Cognition through the Lens of
Network Representations, Processes, and Dynamics

Source
Siew, C. (2019). Cognitive Network Science: A Review of Research on Cognition
through the Lens of Network Representations, Processes, and Dynamics.
Retrieved from: https://www.hindawi.com/journals/complexity/2019/2108
423/#acknowledgments

Problem
Cognitive Network Science: A Review of Research on Cognition through the Lens of
Network Representations, Processes, and Dynamics

Research Methodology
This review demonstrates how network science approaches have been applied to
the study of human cognition and how network science can uniquely address and
provide novel insight on important questions related to the complexity of cognitive
systems and the processes that occur within those systems. Drawing on the literature in
cognitive network science, with a focus on semantic and lexical networks, we argue
three key points. (i) Network science provides a powerful quantitative approach to
represent cognitive systems. (ii) The network science approach enables cognitive
scientists to achieve a deeper understanding of human cognition by capturing how the
structure, i.e., the underlying network, and processes operating on a network structure
interact to produce behavioral phenomena. (iii) Network science provides a quantitative
framework to model the dynamics of cognitive systems, operationalized as structural
changes in cognitive systems on different timescales and resolutions.

Findings
Cognitive science has largely employed network science methodologies to study the
relationships between words and concepts, aside from applications to social
relationships. While a wide range of cognitive constructs can be represented as a
network, the review will primarily focus on research studying memory and
language-related phenomena using networks. Nevertheless, we note that network
science can be a valuable tool far beyond the study of words and concepts (see Table 1)
and encourage researchers to consider how network science methods can be used to
address a broad spectrum of research questions in the cognitive sciences.

Conclusion/ Recommendation
In this review, we demonstrate the usefulness of the network science approach to
the study of cognition in at least three ways.
 (1) Network Science Provides a Quantitative Approach to Represent Cognitive
Systems. We highlighted a host of network measures that are available to the
researcher when he or she commits to the theoretical decision of representing the
cognitive system of interest as a network. We reviewed previous research using these
tools to characterize the structure and behavior of networks on the micro-, meso-, and
macroscopic levels in order to derive novel insights.
(2) Network Science Facilitates a Deeper Understanding of Human Cognition by
Allowing Researchers to Consider How Network Structure and the Processes Operating
on the Network Structure Interact to Produce Behavioral Phenomena. We briefly discuss
the difficulties in dissociating structure and process, particularly as it relates to the
modeling of behavioral outputs in retrieval tasks from semantic memory and suggest
ways in which network science methods can enrich the investigation of such cognitive
phenomena.
(3) Network Science Provides a Framework to Model Structural Changes in
Cognitive Systems at Multiple Timescales. The research discussed in this section
demonstrates how network science approaches can be used to quantify structural
changes and the dynamics of cognitive systems across different timescales.
Network control theory quantifies the extent that different nodes in a network drive
the dynamics over the network. Recent studies have applied network control theory to
the analysis of white-matter connectivity networks to examine the roles of different brain
regions in driving neural dynamics [209–211]. Importing such state-of-the-art methods to
the cognitive domain could greatly advance the study of dynamics in cognitive networks.