Neuro-Linguistic Programming & VR via the 8 Pillars of Metacognition X 8 Layers of Consciousness X 8 Intelligences

Neuro-linguistic programming (NLP) has already achieved great popularity as a method for personal development and excellence. It is already used by successful educators, managers, trainers, salespeople, market researchers, counselors, consultants, medics, top athletes and lawyers. However, there is a lack of understanding about the secrets behind the success of neuro-linguistic training in various areas of human life. What are the pillars of its success? What is the role of metacognition? The specific aim of the present review is to explore the relationship between neuro-linguistic programming and metacognition as well as their role in building human excellence. In addition, we investigate, for the first time to our knowledge, the effectiveness of NLP in virtual reality in order to promote metacognitive development in terms of behavior change, subconscious reshaping and consciousness-raising. The results of this review showed that there is a mutually reinforcing relationship between Neuro-linguistic programming and Metacognition. Research has also shown that virtual reality provides the ideal environment for the application of subconscious training techniques like those of NLP. We conclude with a new layered model of NLP based on the principles of metacognition. This model aims to condition people to become awake, transcend their limitations, and enter a higher state of consciousness.

8 Pillars X 8 Layers Model of Metacognition: Educational Strategies, Exercises &Trainings

<p class="0abstract">Metacognition is one of the foremost cardinal factors of achievement in the 21st century. Despite extensive research, there is still the need to build a unique model based on multidisciplinary research illuminating questions as regards the real nature of metacognition and the methods to develop metacognitive abilities. The current study presents a new layered model of metacognition based on well-established theories derived from cognitive science, psychology, physical and computer sciences, environmental and other sciences, even from philosophy. We describe in detail the cognitive and metacognitive processes involved in each layer, while particular emphasis is placed on the relation between the control processes as well as the special role of attention. According to our model, each layer of metacognition describes a higher-order control system which operates under the rule of a series of attention processes at an ever more refined, abstract, united and holistic level. The same applies to the cognitive processes and abilities such as attention, memory, perception, pattern recognition. At each higher level, they display more advanced attributes and functions responding to the necessity of creating more abstract mental representations and upper class motivations, thoughts and emotions. In addition, we recommend a number of strategies that support the metacognitive development at each level of the hierarchy. The multi-layered model of metacognition targets at enriching our understanding of how metacognition evolves and it has the potential to guide the development of more effective strategies in educational system.<strong></strong></p>

Undergraduate chemistry instructors’ perspectives on their students’ metacognitive development

Metacognition is an important skill for undergraduate chemistry students, but there has been scant research investigating chemistry instructors’ perspectives of metacognition and the development of their students’ metacognition. Since undergraduate instructors have a wide influence over what happens in their courses, it is crucial to investigate their understanding of metacognition, and discern whether they value metacognitive development for their students. This qualitative interview study explored the perspectives of seventeen chemistry instructors who taught chemistry at the college level from six different institutions across Colorado. The interviews were coded deductively according to Zohar and Dori's definitions of metacognitive knowledge and metacognitive skills, and inductively for themes through reflexive thematic analysis. These interviews provided a window into these instructors’ personal pedagogical content knowledge (pPCK) and how it influenced their enacted pedagogical content knowledge (ePCK) in relation to their students’ metacognition development. The results include a discussion of how these chemistry instructors valued their students’ metacognition, how they currently develop their students’ metacognition, and their suggestions for improving the development of metacognition in undergraduate chemistry education. Based on the results of this analysis, activities that indirectly target students’ metacognition may be more easily adopted by instructors, and more explicit awareness may be beneficial.

Relaciones de la motivación con la metacognición y el desempeño en el rendimiento cognitivo en estudiantes de educación primaria

Diversas investigaciones destacan la importancia de la motiva-ción en el rendimiento cognitivo y también la importancia de la motivación en la metacognición. El objetivo de esta investigación es indagar en las va-riables motivacionales que influyen en el rendimiento de tareas cognitivas y en la metacognición. La investigación se ha realizado en un colegio público de la Comunidad de Madrid. La muestra de este estudio corresponde a 354 alumnos de educación primaria, entre los 8 y 11 años de edad. Los instru-mentos de medida seleccionados son: el cuestionario de Motivación hacia el Aprendizaje (MAPE-I), para las variables motivacionales; el Junior Meta-cognitive Awareness Inventory (Jr. MAI), para las variables metacognitivas y la batería de pruebas de Evaluación Neuropsicológica de las Funciones Ejecutivas en Niños (ENFEN), para la evaluación del rendimiento cogniti-vo. Los resultados obtenidos muestran efecto de la motivación de orienta-ción al aprendizaje en relación con el rendimiento cognitivo en las pruebas que implican inhibición, flexibilidad y memoria operativa. También se ob-serva efecto significativo entre la disposición al esfuerzo y la regulación del conocimiento. Igualmente, se analizan las relaciones entre las variables por curso para determinar el efecto de la edad. Se valoran las implicaciones educativas de los resultados. Sundry studies have emphasised the importance of motivation in cognitive performance, as well as its link to metacognitive development. The objective here is to explore the motivation variables that influence the performance of cognitive tasks, along with their effect on metacognition. The study sample consists of 354 primary school pupils aged 8-11 at a state school in the Community of Madrid (Spain). The following measuring in-struments have been used for studying the variables: Motivación para el Aprendizaje y la Ejecución (MAPE-I) [Motivation for Learning and Execu-tion], a questionnaire on motivation variables; the Junior Metacognitive Awareness Inventory (Jr. MAI), for metacognitive variables, and the bat-tery of tests in the Evaluación Neuropsicológica de las Funciones Ejecutivas en Ni-ños (ENFEN) [Neuropsychological Assessment of Executive Functions in Children], for assessing cognitive performance. The results reveal a signifi-cant effect between the motivation for focusing on learning and cognitive performance in the tasks that involve inhibition, flexibility, and working memory. We also find a significant effect between increased effort and knowledge regulation. Furthermore, we analyse the relations between the variables by school year to determine the age effect. We evaluate the re-sults’ academic implications.

Metacognition and Epistemic Cognition

Cognition refers to knowledge and associated inferential processes, ranging from elementary forms of perception to advanced forms of reasoning. Metacognition, a term used since the late 1970s, includes both knowledge of cognition and regulation of cognition. Knowledge of cognition includes both general knowledge of cognition and knowledge about one’s own cognition. Regulation of cognition includes planning, monitoring, and evaluation of one’s cognitive processes and products. Metacognition is crucial to and intertwined with many aspects of cognition even in the preschool years, when children are already developing theories of mind. Much of cognitive development is the development of metacognitive knowledge and self-regulation. Educational efforts abound to teach metacognitive skills, promote metacognitive development, and/or take student metacognition into account in designing instruction. Epistemic cognition is knowledge about the fundamental nature of knowledge, especially the justification and truth of beliefs. Research on epistemic development beyond childhood shows progress from objectivist to subjectivist to rationalist conceptions of knowledge. Objectivists appeal to foundational truths that can be observed, proved, or learned from the authorities. In cases of disagreement, someone must be wrong. Subjectivists recognize that knowledge is constructed, and conclude from this that truth is entirely relative to the constructor’s subjective point of view. “Truth” in any stronger sense is deemed a myth, because we all have our own equally valid perspectives. Rationalists acknowledge the subjective construction of knowledge and the perplexities of truth but maintain that some beliefs are better justified than others and that we can make progress in understanding. Research in child development shows that children proceed through a similar sequence in constructing intuitive theories of mind, suggesting that epistemic development may be a recursive process in which people reconstruct subjectivist and rationalist insights at multiple levels. Epistemic development is generally seen as the result of self-regulated processes of reflection and coordination. Research in educational psychology has highlighted individual differences in epistemic beliefs and has shown the value of active inquiry and peer argumentation in promoting epistemic progress within and across diverse fields of study.

The Impact of Teacher-Initiated Activities on Identifying and Verbalizing Ways of Metacognitive Monitoring and Control in Six-Year-Old Children

The qualitative research presented in this article attempts to show the impact of teacher-initiated activities on six-year-old children’s metacognitive monitoring and control abilities. The metacognitive model is discussed, research findings that substantiate the development of separate components of metacognitive regulation are analyzed, and the educational ways that promote metacognitive development in children are systematized. The outcomes of the research show that teacher-initiated activities stimulate and encourage children to find and apply more diverse ways of metacognitive monitoring and control. After teacher-initiated activities, the target group children demonstrated, identified, and verbalized the following ways of acting and learning that had not been noticed in their self-initiated activities in the area of metacognitive monitoring, namely, thinking while doing, modelling, acting by scheme/without a scheme, and activity by self-created strategies. In the area of metacognitive control, the children showed the ability to challenge themselves to do better than before, think and do as a continuous, unbroken control and implementation process, and control performance consistency.

Metacognitive Development and Conceptual Change in Children

There has been little investigation to date of the way metacognition is involved in conceptual change. It has been recognised that analytic metacognition is important to the way older children (c. 8–12 years) acquire more sophisticated scientific and mathematical concepts at school. But there has been barely any examination of the role of metacognition in earlier stages of concept acquisition, at the ages that have been the major focus of the developmental psychology of concepts. The growing evidence that even young children have a capacity for procedural metacognition raises the question of whether and how these abilities are involved in conceptual development. More specifically, are there developmental changes in metacognitive abilities that have a wholescale effect on the way children acquire new concepts and replace existing concepts? We show that there is already evidence of at least one plausible example of such a link and argue that these connections deserve to be investigated systematically.