COGNITIVE AND

METACOGNITIVE
FACTORS OF
LEARNING
 Psychological Principles of the Learning Process
 Developing Metacognition
 Strategies for Developing Metacognitive Environment
 Establishing Metacognitive Environment
 Prior Knowledge
 Role of Prior Knowledge in Current Learning
 Transfer of Learning
 Theories of Transfer
 Learning Strategies and Metacognitive Processes
 Keys to Facilitating Learning
 PSYCHOLOGICAL
PRINCIPLES OF THE
LEARNING PROCESS
 COGNITIVE AND
METACOGNITIVE
FACTORS
(6 Principles)

DEVELOPMENTAL MOTIVATIONAL
AND SOCIAL 14 AND AFFECTIVE
FACTORS LPI FACTORS
(2 Principles) (3 Principles)

INDIVIDUAL
DIFFERENCES
(3 Principles)
 LEARNER-CENTERED PSYCHOLOGICAL
PRINCIPLES (LPI)

 The LPI were put together by the American Psychological

Association. The following 14 Psychological principles
pertain to the learner and the earning process.
 The 14 principles are divided into those referring to:
1. Cognitive and Metacognitive
2. Motivational and affective
3. Developmental and social
4. Individual difference factors
Cognitive and Meta-cognitive Factors
1. Nature of the learning process
Learning of complex subject matter is most effective
when it is an intentional process of constructing meaning from
information and experience.
2. Goals of the learning process
The successful learner, overtime and with support of
instructional guidance create meaningful, coherent
representation of knowledge.
3. Construction of knowledge
The successful learner can link new information with
existing knowledge in meaningful ways.
4. Strategic Thinking
The successful learner can create and use a repertoire
of thinking and reasoning strategies to achieve complex
learning goals.
5. Thinking about thinking
Higher order strategies for selecting and monitoring
mental operations facilitate creative and critical thinking.
6. Context of Learning
Learning is influenced by environmental factors,
including culture, technology and instructional practices.
 MOTIVATIONAL AND AFFECTIVE FACTORS
7. Motivational and emotional influences on learning
What and how much is learned is influenced by the learner’s
motivation. Motivation to learn, in turn, is influenced by the individual’s
emotional states, beliefs, interests and goals and habits of thinking.
8. Intrinsic motivation to learn
The learner’s creativity, higher order thinking and natural curiosity all
contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of
optimal novelty and difficulty , relevant to personal interests and providing for
personal choice.
9. Effects of motivation on effort
Acquisition of complex knowledge and skills requires extended learner
effort and guided practices. Without learners’ motivation to learn, the
willingness to exert this effort is unlikely without coercion.
DEVELOPMENTAL AND SOCIAL FACTORS
10. Developmental influences on learning
As individuals develop, there are different opportunities and
constraints for learning. Learning is most effective when
differential development within and across physical, intellectual,
emotional and social domains is taken into account.
11. Social influences on learning
Learning is influenced by social interactions, interpersonal
relations and communication with others.
INDIVIDUAL DIFFERENCES FACTORS
12. Individual differences in learning
Learners have different strategies, approaches and
capabilities for learning that are a function of prior experience
and heredity.
13. Learning and diversity
Learning is most effective when differences in learners’
linguistic cultural and social backgrounds are taken into account.
14. Standard and assessment
Setting appropriately high and challenging standards and
assessing the learner as well as learning progress – including
diagnostic process and outcome assessment are integral part of
the learning process.
Alexander and Murphy gave a summary of the 14
principles and distilled them into 5 areas:

1. The knowledge base

One’s knowledge serve as the foundation of all future learning.
2. Strategic processing and control
Learners can develop skills to reflect and regulate their thoughts and
behaviors in order to learn more effectively.
3. Motivation and effect
Factors such as intrinsic motivation, reasons for wanting to learn ,
personal goals and enjoyment of learning tasks all have a crucial role in
the learning process.
4. Development and individual differences
Learning is a unique journey for each person
because each learner has his own unique combination
of genetic and environmental factors that influences
him.
5. Situation and context
Learning happens in the context of a society as well
as within an individual.
 DEVELOPING
METACOGNITION
META- “beyond” or on top of
COGNITION- knowledge or skill to carry out a task
WHAT IS METACOGNITION?

 Awareness or analysis of one’s own learning or

thinking process.
 “Thinking about thinking” or “learning how to
learn”
 Acquired knowledge about cognitive process.
 This
term was coined by John Flavell (1979-
1987)
 THREE CATEGORIES OF METACOGNITIVE
KNOWLEDGE
 Knowledge of person variables
Knowledge about how human beings learn and process information
 Knowledge of task variables
Knowledge about the nature of task.
It is about knowing what exactly needs to be accomplished, gauging its
difficulty and knowing the kind of effort it will demand for you.
 Knowledge of strategy variables
Involves awareness of the strategy you are using to learn a topic.
Meta-attention is the awareness of specific strategies so that you can keep
your attention focused on the topic or task at hand.
Meta- memory is your awareness of specific strategies that work best for
you.
Omrod, includes the following in the practice of
metacognition:
o Knowing the limits of one’s learning and memory
capacities.
o Knowing what learning tasks one can realistically
accomplish within a certain amount of time.
o Knowing which learning strategies are effective and
which are not.
o Planning an approach to a learning task that is
likely to be successful.
o Using effective learning strategies to process and
learn new material.
o Monitoring one’s own knowledge and
comprehension.
o Using effective strategies for retrieval of previously
stored information.
o Knowledge is said to be metacognitive if it is keenly
used in a purposeful manner to ensure that a goal
is met.
Huitt believes that metacognition includes the ability to ask and
answer the following types of questions:

 What do I know about this subject, topic , issue?

 Do I know what I need to know?
 Do I know where I can go to get some information, knowledge?
 How much time will I need to learn this?
 What are some strategies and tactics that I can use to learn this?
 Did I understand what I just heard, read or saw?
 How will I know if I am learning at an appropriate topic?
 How can I spot an error if I make one?
 How should I revise my plan if it is not.
STRATEGIES FOR
DEVELOPING
METACOGNITIVE
BEHAVIORS
 Strategies for developing metacognitive
behavior
1) Identifying “what you know” and what “you don’t
know”,
2) Talking about thinking,
3) Keeping a thinking journal,
4) Planning and self regulation,
5) Debriefing the thinking process
6) Self-regulation
 Some Examples of Teaching Strategies to Develop
Metacognition
1. Have students monitor their own learning and thinking.
2. Teach students study or learning strategies.
 TQLR- it is a metacognitive strategy before listening to a
story or a presentation.
T- TUNE IN
Q-QUESTION
L-LISTEN
R-REMEMBER
 PQ4R- this strategy is used in study of a unit or
chapter.
P-PREVIEW
Q-QUESTION
R-READ
R-RECITE
R-REVIEW
R-REFLECT
3. Have students make predictions about information to be
presented next based on what they have read.
4. Have students relate ideas to existing knowledge
structures.
5. Have students develop questions; ask questions of
themselves, about what’s going on around them.
6. Help students to know when to ask for help.
7. Show students how to know when to transfer knowledge,
attitudes, values, skills to other situations of tasks.
 NOVICE AND EXPERT LEARNERS
NOVICE LEARNERS
A person who has just started learning or doing
something.

EXPERT LEARNERS
Employed metacognitive strategies in learning .
Monitored their learning and consequently adjusted
their strategies to make learning more effective.
ESTABLISHING THE
METACOGNITIVE
ENVIRONMENT
 A metacognitive environment encourage awareness of
thinking. Planning is shared among Teachers, School
library media specialist and students. Various thinking
strategies are discussed while evaluation is on going.
In the creation of metacognitive environment , teachers
monitor and apply their knowledge , deliberately modeling
metacognitive behavior to assist student in becoming
aware of their own thinking. Metacognitive strategies are
already in the Teachers repertoire so they must be alert to
this strategies and consciously model them for prble
solving and research activities in all subjects provided
opportunities for developing metacognitive strategies.
 Teachers therefore need to focus attention on how
task are accomplish. Process goes , in, addition
content goes goals, must be established and
evaluated with students so that they can discover but
understanding and transferring thinking process
improve learning.