Metacognition - Revision history

Koedinger at 03:31, 9 December 2008

2008-12-09T03:31:43Z

← Older revision		Revision as of 03:31, 9 December 2008
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	In learning, metacogntion often refers to the set of skills that manages the learning process. These include skills such as planning (the design of the learning process), monitoring (comparing actual progress to the desired one), self assessment (the ability to correctly evaluate one's own knowledge level), and debugging (identifying sources of failure and overcoming those).		In learning, metacogntion often refers to the set of skills that manages the learning process. These include skills such as planning (the design of the learning process), monitoring (comparing actual progress to the desired one), self assessment (the ability to correctly evaluate one's own knowledge level), and debugging (identifying sources of failure and overcoming those).

	This definition leaves much room for interpretation. Most researchers point out a dichotomy in the nature of metacognitive knowledge: Metacognition includes both ''monitoring of understanding'' (what do I know? knowledge about cognition) and ''monitoring of the learning process'' (managing the problem solving process, regulation of cognition) (Brown et al. 1983, Bransford et al. 2000, Schoenfeld et al. 1992).		This definition leaves much room for interpretation. Most researchers point out a dichotomy in the nature of metacognitive knowledge: Metacognition includes both ''monitoring of understanding'' (what do I know? knowledge about cognition) and ''monitoring of the learning process'' (managing the problem solving process, regulation of cognition) (Brown et al. 1983, Bransford et al. 2000, Schoenfeld et al. 1992). Brown et al. (1983) summarize these two aspects: "Metacognition refers to one's ''knowledge'' and ''control'' of the domain cognition."

	~~Brown et al. (1983) summarize well these two aspects: "Metacognition refers to one's ''knowledge'' and ''control'' of the domain cognition."~~		The [[The Help Tutor Roll Aleven McLaren\|Help Tutor project]] provides a nice example of an instructional intervention addressing these two types of metacognitive knowledge:
	The [[The Help Tutor Roll Aleven McLaren\|Help Tutor project]] ~~deals with~~ these two types of metacognitive knowledge:
	* The Self Assessment Tutor component supports knowledge about cognition. It helps students monitor their knowledge level and identify knowledge gaps.		* The Self Assessment Tutor component supports knowledge about cognition. It helps students monitor their knowledge level and identify knowledge gaps.
	* The Help Tutor component supports regulation of cognition. It helps students apply their help-seeking skills appropriately.		* The Help Tutor component supports regulation of cognition. It helps students apply their help-seeking skills appropriately.
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	* Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: brain, mind, experience, and school. National Academy Press.		* Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: brain, mind, experience, and school. National Academy Press.
	* Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning, remembering, and understanding. In Handbook of child psychology (pp. 77-166). New York: Wiley.		* Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning, remembering, and understanding. In Handbook of child psychology (pp. 77-166). New York: Wiley.
	* Clark, r. c., & Mayer, r. e. (2003). E-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Jossey-Bass/Pfeiffer.		* Clark, R. C., & Mayer, R. E. (2003). E-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Jossey-Bass/Pfeiffer.
	* Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry. American Psychologist, (34), 906-11.		* Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry. American Psychologist, (34), 906-11.
	* Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. In D. Grouws (Eds.), Handbook of research on mathematics teaching and learning (pp. 334-70). New-York: MacMillan.		* Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. In D. Grouws (Eds.), Handbook of research on mathematics teaching and learning (pp. 334-70). New-York: MacMillan.

Koedinger at 03:28, 9 December 2008

2008-12-09T03:28:22Z

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	Brown et al. (1983) summarize well these two aspects: "Metacognition refers to one's ''knowledge'' and ''control'' of the domain cognition."		Brown et al. (1983) summarize well these two aspects: "Metacognition refers to one's ''knowledge'' and ''control'' of the domain cognition."
	The [[The Help Tutor Roll Aleven McLaren\|Help Tutor project]] deals with these two types of metacognitive knowledge:		The [[The Help Tutor Roll Aleven McLaren\|Help Tutor project]] deals with these two types of metacognitive knowledge:
	- The Self Assessment Tutor component supports knowledge about cognition. It helps students monitor their knowledge level and identify knowledge gaps.		* The Self Assessment Tutor component supports knowledge about cognition. It helps students monitor their knowledge level and identify knowledge gaps.
	- The Help Tutor component supports regulation of cognition. It helps students apply their help-seeking skills appropriately.		* The Help Tutor component supports regulation of cognition. It helps students apply their help-seeking skills appropriately.

	Metacognitive knowledge is domain independent to a large degree. However, domain knowledge cannot be ignored. For example, it is hard for students to evaluate their knowledge level without having adequate knowledge about the desired performance and skills. Also, As Brown et al. (1983) note, it is often difficult to distinguish between the metacognitive and the cognitive level. To what extent are strategic skills, which are relevant to specific domains, metacognitive? For example, self-explaining one's answers can be viewed as a domain-level skill or a metacognitive skill.		Metacognitive knowledge is domain independent to a large degree. However, domain knowledge cannot be ignored. For example, it is hard for students to evaluate their knowledge level without having adequate knowledge about the desired performance and skills. Also, As Brown et al. (1983) note, it is often difficult to distinguish between the metacognitive and the cognitive level. To what extent are strategic skills, which are relevant to specific domains, metacognitive? For example, self-explaining one's answers can be viewed as a domain-level skill or a metacognitive skill.

Koedinger at 05:58, 1 September 2007

2007-09-01T05:58:43Z

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	Metacognition~~: Clark and Mayer define Metacognition as the mind's operating system~~ (~~Clark and Mayer 2003~~). Flavell (1979) ~~writes~~ that"~~Metacognitive~~ knowledge consists primarily of knowledge or beliefs about what factors or variables act and interact in what ways to affect the course and outcome of cognitive enterprises."		Metacognition is thinking about cognition (memory, reasoning, learning, etc.) itself. Most simply, it is thinking about thinking. Flavell (1979) wrote that "metacognitive knowledge consists primarily of knowledge or beliefs about what factors or variables act and interact in what ways to affect the course and outcome of cognitive enterprises." Metacognitive learning strategies involve applying metacognitive knowledge in planning, checking, monitoring, selecting, revising, or evaluating. Such strategies are also referred to as "self-regulated learning" (Winne & Perry, 2000; Zimmerman, 1995). Clark and Mayer (2003) define metacognition as the mind's operating system.

	In learning, ~~Metacogntion~~ often refers to the set of skills that manages the learning process. These include skills such as planning (the design of the learning process), monitoring (comparing actual progress to the desired one), self assessment (the ability to correctly evaluate one's own knowledge level), and debugging (identifying sources of failure and overcoming those).		In learning, metacogntion often refers to the set of skills that manages the learning process. These include skills such as planning (the design of the learning process), monitoring (comparing actual progress to the desired one), self assessment (the ability to correctly evaluate one's own knowledge level), and debugging (identifying sources of failure and overcoming those).

	This definition leaves much room for interpretation. Most researchers point out a dichotomy in the nature of metacognitive knowledge: Metacognition includes both ''monitoring of understanding'' (what do I know? knowledge about cognition) and ''monitoring of the learning process'' (managing the problem solving process, regulation of cognition) (Brown et al. 1983, Bransford et al. 2000, Schoenfeld et al. 1992).		This definition leaves much room for interpretation. Most researchers point out a dichotomy in the nature of metacognitive knowledge: Metacognition includes both ''monitoring of understanding'' (what do I know? knowledge about cognition) and ''monitoring of the learning process'' (managing the problem solving process, regulation of cognition) (Brown et al. 1983, Bransford et al. 2000, Schoenfeld et al. 1992).
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	- The Help Tutor component supports regulation of cognition. It helps students apply their help-seeking skills appropriately.		- The Help Tutor component supports regulation of cognition. It helps students apply their help-seeking skills appropriately.

	Metacognitive knowledge is domain independent to a large degree. However, domain-knowledge cannot be ignored. For example, it is hard for students to evaluate their knowledge level without having adequate ~~konwledge~~ about the desired performance and skills. Also, As Brown et al. (1983) note, it is often difficult to distinguish between the metacognitive and the cognitive level. To what extent are strategic skills, which are relevant to specific domains, metacognitive? For example, self-explaining one's answers can be ~~views~~ as a domain-level skill or a metacognitive skill.		Metacognitive knowledge is domain independent to a large degree. However, domain knowledge cannot be ignored. For example, it is hard for students to evaluate their knowledge level without having adequate knowledge about the desired performance and skills. Also, As Brown et al. (1983) note, it is often difficult to distinguish between the metacognitive and the cognitive level. To what extent are strategic skills, which are relevant to specific domains, metacognitive? For example, self-explaining one's answers can be viewed as a domain-level skill or a metacognitive skill.


	* Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: brain, mind, experience, and school. National Academy Press.		* Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: brain, mind, experience, and school. National Academy Press.
	* Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning, remembering, and understanding. In Handbook of child psychology (pp. 77-166). New York: Wiley.		* Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning, remembering, and understanding. In Handbook of child psychology (pp. 77-166). New York: Wiley.
	* Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: brain, mind, experience, and school. National Academy Press.
	* Clark, r. c., & Mayer, r. e. (2003). E-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Jossey-Bass/Pfeiffer.		* Clark, r. c., & Mayer, r. e. (2003). E-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Jossey-Bass/Pfeiffer.
	* Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry. American Psychologist, (34), 906-11.		* Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry. American Psychologist, (34), 906-11.
	* Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. In D. Grouws (Eds.), Handbook of research on mathematics teaching and learning (pp. 334-70). New-York: MacMillan.		* Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. In D. Grouws (Eds.), Handbook of research on mathematics teaching and learning (pp. 334-70). New-York: MacMillan.
			* Winne, P.H. & Perry, N.E. (2000). Measuring self-regulated learning. In P. Pintrich, M. Boekaerts, & M. Seidner (Eds.), Handbook of self-regulation (p. 531-566). Orlando, FL: Academic Press.
			* Zimmerman, B.J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3-17.

	[[Category:Glossary]]		[[Category:Glossary]]
			[[Category:Coordinative Learning]]
	[[Category:Interactive Communication]]		[[Category:Interactive Communication]]
	[[Category:Help Tutor]]		[[Category:Help Tutor]]

DejanaDiziol at 09:19, 14 March 2007

2007-03-14T09:19:01Z

← Older revision		Revision as of 09:19, 14 March 2007
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	* Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: brain, mind, experience, and school. National Academy Press.		* Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: brain, mind, experience, and school. National Academy Press.
	* Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning, remembering, and understanding. In Handbook of child psychology (pp. 77-166). New York: Wiley.		* Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning, remembering, and understanding. In Handbook of child psychology (pp. 77-166). New York: Wiley.
	Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: brain, mind, experience, and school. National Academy Press.		* Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: brain, mind, experience, and school. National Academy Press.
	* Clark, r. c., & Mayer, r. e. (2003). E-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Jossey-Bass/Pfeiffer.		* Clark, r. c., & Mayer, r. e. (2003). E-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Jossey-Bass/Pfeiffer.
	* Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry. American Psychologist, (34), 906-11.		* Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry. American Psychologist, (34), 906-11.
	* Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving,		* Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. In D. Grouws (Eds.), Handbook of research on mathematics teaching and learning (pp. 334-70). New-York: MacMillan.
	metacognition, and sense-making in mathematics. In D. Grouws (Eds.), Handbook of research on mathematics teaching and learning (pp. 334-70). New-York: MacMillan.

	[[Category:Glossary]]		[[Category:Glossary]]
	[[Category:Interactive Communication]]		[[Category:Interactive Communication]]
	[[Category:Help Tutor]]		[[Category:Help Tutor]]

Idoroll at 20:46, 13 February 2007

2007-02-13T20:46:41Z

← Older revision		Revision as of 20:46, 13 February 2007
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	* This value is being updated and edited.		Metacognition: Clark and Mayer define Metacognition as the mind's operating system (Clark and Mayer 2003). Flavell (1979) writes that"Metacognitive knowledge consists primarily of knowledge or beliefs about what factors or variables act and interact in what ways to affect the course and outcome of cognitive enterprises."

	Metacognition: Clark and Mayer ~~defines~~ Metacognition as the mind's operating system (Clark and Mayer 2003). ~~Brown et al.~~ (~~ref.~~) ~~aruges~~ that "~~Metacognition refers~~ to ~~one's knowledge~~ and ~~control~~ of ~~the domain cognition~~."

	In learning, Metacogntion often refers to the set of skills that manages the learning process. These include skills such as planning (the design of the learning process), monitoring (comparing actual progress to the desired one), self assessment (the ability to correctly evaluate one's own knowledge level), and debugging (identifying sources of failure and overcoming those).		In learning, Metacogntion often refers to the set of skills that manages the learning process. These include skills such as planning (the design of the learning process), monitoring (comparing actual progress to the desired one), self assessment (the ability to correctly evaluate one's own knowledge level), and debugging (identifying sources of failure and overcoming those).

	This definition leaves much room for interpretation. Most researchers ~~note~~ the ~~dichotomy~~ of ~~this defintion - it~~ includes both ~~knowledge~~ of ~~the cognitive level~~ (what do I know? knowledge about ~~knowledge~~) and ~~management~~ of the ~~cognitive level~~ (~~monitoring performance during~~ problem solving) (Brown et al. ~~1975~~, Bransford et al. 2000, Schoenfeld et al. 1992).		This definition leaves much room for interpretation. Most researchers point out a dichotomy in the nature of metacognitive knowledge: Metacognition includes both ''monitoring of understanding'' (what do I know? knowledge about cognition) and ''monitoring of the learning process'' (managing the problem solving process, regulation of cognition) (Brown et al. 1983, Bransford et al. 2000, Schoenfeld et al. 1992).

	Also, Brown et al. note that this definition includes to different types of skills: The konwledge about cognition (or knowledge about knowledge, for example, the skill of self assessment), vs. the regulation of congitioin (for example, choosing what actions to perform).

	~~Schoenfeld (1992) includes the same two aspects of metacognition: knowledge about knowledge, and self-regulating during problem solving.~~


	As Brown et al. note, it is often difficult to distinguish between the metacognitive and the cognitive level. To what extent are strategic skills, which are relevant to specific domains, metacognitive?

	~~Flavell:~~
	~~"Metacognitive knowledge consists primarily of knowledge or beliefs about~~
	~~what factors or variables act and interact in what ways to affect the course~~
	~~and outcome of cognitive enterprises. There are three major categories of~~
	~~these factors or variables-person, task, and strategy."~~


	~~Metacognitive~~ knowledge ~~is somewhat~~ domain ~~independent~~.		Brown et al. (1983) summarize well these two aspects: "Metacognition refers to one's ''knowledge'' and ''control'' of the domain cognition."
			The [[The Help Tutor Roll Aleven McLaren\|Help Tutor project]] deals with these two types of metacognitive knowledge:
			- The Self Assessment Tutor component supports knowledge about cognition. It helps students monitor their knowledge level and identify knowledge gaps.
			- The Help Tutor component supports regulation of cognition. It helps students apply their help-seeking skills appropriately.

	~~Talk about self explanation~~. ~~Spontaneous may~~ be ~~Metacog~~, ~~but what about just answering 'why?'.~~		Metacognitive knowledge is domain independent to a large degree. However, domain-knowledge cannot be ignored. For example, it is hard for students to evaluate their knowledge level without having adequate konwledge about the desired performance and skills. Also, As Brown et al. (1983) note, it is often difficult to distinguish between the metacognitive and the cognitive level. To what extent are strategic skills, which are relevant to specific domains, metacognitive? For example, self-explaining one's answers can be views as a domain-level skill or a metacognitive skill.
	~~Vincent -~~ it ~~has a lot~~ to ~~do with comprehension monitoring~~. ~~A technique to do that. Different than calculating values~~. ~~Also~~, it is ~~strongly related~~ to '~~knowledge about knowledge'~~.


	* Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: brain, mind, experience, and school. National Academy Press.		* Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: brain, mind, experience, and school. National Academy Press.
			* Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning, remembering, and understanding. In Handbook of child psychology (pp. 77-166). New York: Wiley.
			Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: brain, mind, experience, and school. National Academy Press.
	* Clark, r. c., & Mayer, r. e. (2003). E-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Jossey-Bass/Pfeiffer.		* Clark, r. c., & Mayer, r. e. (2003). E-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Jossey-Bass/Pfeiffer.
	* Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry. American Psychologist, (34), 906-11.		* Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry. American Psychologist, (34), 906-11.

DejanaDiziol at 10:30, 9 February 2007

2007-02-09T10:30:54Z

← Older revision		Revision as of 10:30, 9 February 2007
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	As Brown et al. note, it is often difficult to distinguish between the metacognitive and the cognitive level. To what extent are strategic skills, which are relevant to specific ~~domoains~~, metacognitive?		As Brown et al. note, it is often difficult to distinguish between the metacognitive and the cognitive level. To what extent are strategic skills, which are relevant to specific domains, metacognitive?

	Flavell:		Flavell:

DejanaDiziol at 10:30, 9 February 2007

2007-02-09T10:30:14Z

← Older revision		Revision as of 10:30, 9 February 2007
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	In learning, Metacogntion often refers to the set of skills that manages the learning process. These include skills such as planning (the design of the learning process), monitoring (comparing actual progress to the desired one), self assessment (the ability to correctly evaluate one's own knowledge level), and debugging (identifying sources of failure and overcoming those).		In learning, Metacogntion often refers to the set of skills that manages the learning process. These include skills such as planning (the design of the learning process), monitoring (comparing actual progress to the desired one), self assessment (the ability to correctly evaluate one's own knowledge level), and debugging (identifying sources of failure and overcoming those).

	This definition leaves much room for interpretation. Most researchers note the dichotomy of this defintion - it includes both knowledge of the cognitive level (what do I know? knowledge about knowledge) and management of the cognitive level (monitoring performance during problem solving) (Brown et al. 1975, Bransford et al. 2000, ~~Shoenfeld~~ et al. 1992).		This definition leaves much room for interpretation. Most researchers note the dichotomy of this defintion - it includes both knowledge of the cognitive level (what do I know? knowledge about knowledge) and management of the cognitive level (monitoring performance during problem solving) (Brown et al. 1975, Bransford et al. 2000, Schoenfeld et al. 1992).

	Also, Brown et al. note that this definition includes to different types of skills: The konwledge about cognition (or knowledge about knowledge, for example, the skill of self assessment), vs. the regulation of congitioin (for example, choosing what actions to perform).		Also, Brown et al. note that this definition includes to different types of skills: The konwledge about cognition (or knowledge about knowledge, for example, the skill of self assessment), vs. the regulation of congitioin (for example, choosing what actions to perform).

Idoroll at 16:36, 8 February 2007

2007-02-08T16:36:59Z

← Older revision		Revision as of 16:36, 8 February 2007
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	Metacognitive knowledge is somewhat domain independent.		Metacognitive knowledge is somewhat domain independent.

	Talk about self explanation. Spontaneous may be Metacog, but what about just answering 'why?'		Talk about self explanation. Spontaneous may be Metacog, but what about just answering 'why?'.
			Vincent - it has a lot to do with comprehension monitoring. A technique to do that. Different than calculating values. Also, it is strongly related to 'knowledge about knowledge'.

Idoroll at 16:35, 8 February 2007

2007-02-08T16:35:59Z

← Older revision		Revision as of 16:35, 8 February 2007
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	Metacognitive knowledge is somewhat domain independent.		Metacognitive knowledge is somewhat domain independent.

			Talk about self explanation. Spontaneous may be Metacog, but what about just answering 'why?'

Idoroll at 16:32, 8 February 2007

2007-02-08T16:32:12Z

← Older revision		Revision as of 16:32, 8 February 2007
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	In learning, Metacogntion often refers to the set of skills that manages the learning process. These include skills such as planning (the design of the learning process), monitoring (comparing actual progress to the desired one), self assessment (the ability to correctly evaluate one's own knowledge level), and debugging (identifying sources of failure and overcoming those).		In learning, Metacogntion often refers to the set of skills that manages the learning process. These include skills such as planning (the design of the learning process), monitoring (comparing actual progress to the desired one), self assessment (the ability to correctly evaluate one's own knowledge level), and debugging (identifying sources of failure and overcoming those).

	This definition is leaves much room for interpretation. Most researchers note the dichotomy of this defintion - it includes both knowledge of the cognitive level (what do I know? knowledge about knowledge) and management of the cognitive level (monitoring performance during problem solving) (Brown et al. 1975, Bransford et al. 2000, Shoenfeld et al. 1992).		This definition leaves much room for interpretation. Most researchers note the dichotomy of this defintion - it includes both knowledge of the cognitive level (what do I know? knowledge about knowledge) and management of the cognitive level (monitoring performance during problem solving) (Brown et al. 1975, Bransford et al. 2000, Shoenfeld et al. 1992).

	Also, Brown et al. note that this definition includes to different types of skills: The konwledge about cognition (or knowledge about knowledge, for example, the skill of self assessment), vs. the regulation of congitioin (for example, choosing what actions to perform).		Also, Brown et al. note that this definition includes to different types of skills: The konwledge about cognition (or knowledge about knowledge, for example, the skill of self assessment), vs. the regulation of congitioin (for example, choosing what actions to perform).