How to Think About Thinking
What metacognition means for us.
Originated in the late 1970s by John Flavell, metacognition is basically defined as “knowing about oneself as a thinker and what one does with this knowledge”.
In educational psychology, it is how we can understand, use and change our thought processes.
What do you think about yourself as a thinker?
It’s a key step in self-awareness.
How does this work?
Metacognition is divided into three main components —
- Metacognitive knowledge: this is being aware of what kind of thinker you are.
- Metacognitive experiences: this is being aware of how your thoughts are processed.
- Metacognitive regulation: these are methods used to then control one’s thinking.
Simply put, it’s pausing to ask if we’re really learning and if non-affirmative, coming up with ways to ensure we do.
The latter involves planning the right strategies, actively monitoring one’s performance and evaluating the final result.
From the rehearsal strategy to the organisation/outlining format, different metacognitive strategies abound.
So,
Why does this even matter anyway?
For one, it’s closely related to the concept of intelligence.
Learning how you learn helps to set and monitor goals, even beyond academic purposes.
Also, it helps with critical thinking which is necessary for the mundane and more grand aspects of our lives.
But how much is too much?
Can this tip over into overthinking?
In her 2020 article, Prof Norman argues that this kind of deep-think might do more harm than good.
“Metacognitive judgments or feelings involving a negative self-evaluation may detract from psychological well-being.” — Prof Norman
Simply put, one could become anxious or depressed when (constantly) assessing oneself and falling short.
But as with everything else in life, there’s a need for balance. Being aware of deficiencies is only constructive when something is done about it.
This barely scratches the surface but that’s Metacognition 101 in a nutshell.