Analysing the Relationship Between Mental Load or Mental Effort and Metacomprehension Under Different Conditions of Multimedia Design

Cognitive load theory assumes effort may only lead to comprehension if the material-induced load leaves enough resources for learning processes. Therefore, multimedia materials should induce as little non-relevant load as possible. Metacognition research assumes that learners tap into their memory processes to generate a mental representation of their comprehension to regulate learning. However, when judging their comprehension, learners need to make inferences about actual understanding using cues such as their experienced mental load and effort during learning. Theoretical assumptions would assume both to affect understanding and its metacognitive representation (metacomprehension). However, the question remains how perceived effort and load are related to metacomprehension judgments while learning with multimedia learning material. Additionally, it remains unclear if this varies under different conditions of multimedia design. To better understand the relationship between perceived mental load and effort and comprehension and metacomprehension under different design conditions of multimedia material, we conducted a randomised between-subjects study (N = 156) varying the design of the learning material (text-picture integrated, split attention, active integration). Mediation analyses testing for both direct and indirect effects of mental load and effort on metacomprehension judgments showed various effects. Beyond indirect effects via comprehension, both mental load and effort were directly related to metacomprehension, however, this seems to vary under different conditions of multimedia design, at least for mental effort. As the direction of effect can only be theoretically assumed, but was not empirically tested, follow-up research needs to identify ways to manipulate effort and load perceptions without tinkering with metacognitive processes directly. Despite the limitations due to the correlative design, this research has implications for our understanding of cognitive and metacognitive processes during learning with multimedia.

Outsourcing memory to external tools: A review of ‘intention offloading’

How do we remember delayed intentions? Three decades of research into prospective memory have provided insight into the cognitive and neural mechanisms involved in this form of memory. However, we depend on more than just our brains to remember intentions. We also use external props and tools such as calendars and diaries, strategically-placed objects, and technologies such as smartphone alerts. This is known as ‘intention offloading’. Despite the progress in our understanding of brain-based prospective memory, we know much less about the role of intention offloading in individuals’ ability to fulfil delayed intentions. Here, we review recent research into intention offloading, with a particular focus on how individuals decide between storing intentions in internal memory versus external reminders. We also review studies investigating how intention offloading changes across the lifespan and how it relates to underlying brain mechanisms. We conclude that intention offloading is highly effective, experimentally tractable, and guided by metacognitive processes. Therefore, metacognitive interventions could play an important role in promoting individuals’ adaptive use of cognitive tools.

Metacognitive Transcendence in the Learning of the Project Activity of Design through the Sketchbook Visuality

This article aims to report the transition from intuitive to intentional projective activities in design recorded in the visual modes of sketchbook to analyze the metacognitive processes of design students. Phenomenography was used as an empirical sampling method to diagnose the sketchbooks of industrial design and graphic design students. The observation criteria focused on describing the metacognitive characteristics of the students with respect to the way they recorded their ideas visually, which showed design-specific projective actions. This research demonstrated and codified how students externalize intentional approaches in their sketchbook iterations, which can be grouped into three representation strategies: technical, methodological, and reflective; they are related to their experiences in projective activity. Consequently, we propose a new category called metacognitive transcendence, which refers to a strategy for controlling and regulating cognitive processes to transform an intuitive action into an intentional action mediated by a cognitive artifact: the design sketchbook. Three ways of metacognitive transcendence are suggested: instrumental (technical aspects), procedural (related to projection), and comprehensive (own reflection about the project itself).

Emotional Intelligence as the Subject of Studying Metacognitive Processes in Universities

In the context of modern digital transformation of all aspects of the socioeconomic environment, training university students for analytical processing of increasing inflows of data and dealing with complex cognitive tasks driven by metacognition has become of particular importance. The research is aimed to review the structure of metacognitive processing, the development factors of metacognitive skills, the relation of metacognitive skills to emotional and cognitive skills, and to determine their role in the achievement of academic success of university students. Methodology. The research is undertaken on the basis of theoretical investigation and comprehensive analysis of theoretical conceptualization of intelligence. The authors have researched the derivation of metacognition, the structure of self-regulating metacognitive processes and their interaction with cognitive and affective processes. The research findings confirm that the metacognitive experience provides self-reflection, emotional awareness of feelings, estimating relationships between emotional states and the degree of implementation or attainability of a cognitive task. The authors conclude that emotional intelligence is manifested in metacognitive skills and predicts academic success. Also, teaching and learning strategies are required to be refined taking into account the development of emotional and metacognitive skills of university students.

Relations between metacognitive processes and differences in framing effect performance

In this paper we discuss the link between risky decisions and regret, uncertainty about choice and willing to change the chosen option. We used a classic and modified versions of “Asian disease” task. The modification consisted in adding a series of side effects to the sure option to decrease it's the preferability. An attempt to replicate framing effect, action effect and its inversion in certain and uncertain decision-makers was made. The estimation of utility through integration of information about alternatives and role of metacognitive processes in choice are discussed. Accordingly to results the uncertain decision-makers tend to feel regret about choosing safe option in loss domain. Action effect and its inversion were not found. The inversion of framing-effect in uncertain decision-makers in loss domain was shown. In conclusion, the absence of framing effect in loss domain can be explained by strong the differences between certain and uncertain decision-makers.

Metacognitive processes and qualities as determinants of general management styles

The article presents theoretical and empirical materials that reveal the specifics of the main parameters of the metacognitive sphere of personality as determinants of general management styles. It is shown that one of the most constructive means of such disclosure is to identify the relationship between management styles as one of the central constructs of management psychology, on the one hand, and the main metacognitive parameters (procedural, strategic and other characteristics), on the other. The regularities of the influence of metacognitive factors on the main general management styles are established. It is shown that they are characterized by different values of the indexes of integration (coherence), differentiation (divergence) and the index of general organization of the metacognitive sphere. The provisions are formulated according to which general management styles have a structural, rather than analytical determination in relation to those metacognitive factors on the basis of which they are formed.

Metacognitively ALERT In Science

The development of student metacognition has the potential to provide some of the greatest learning gains in science classes, even outstripping the contribution of general intelligence. However, some science educators not only struggle with successfully prompting students to develop metacognition, but also find understanding the concept itself problematic. This struggle is compounded by models for metacognition that are in broad agreement about its nature, but vary widely in essential elements and the relationships between elements. This article presents a synthesis of metacognition studies in science education and further afield that draws together non-contested elements into a readily understood hierarchy of metacognitive knowledge and skills. The hierarchical framework comprises, from the foundation level, self-Aware of cognition, self-Monitor cognition, self-Evaluate cognition, self-Regulate cognition and self-Transfer cognition (AMERT). As a preliminary test of its viability, the AMERT framework is used to analyse interview data in which there was evidence of rich metacognitive thinking by students in the fourth, research-focused, year of a science degree. The degree used the six facets of the Research Skill Development (RSD) framework as labels for cognition. Rich epitomizing statements were found in interviews for each level of the AMERT hierarchy, providing tentative evidence of its viability for understanding metacognitive processes. The AMERT hierarchy of metacognition provides opportunities for teaching and learning, teacher action research, and research teams to investigate metacognition in the contexts of school and university science programs.