Complete thesis - Murdoch University

knowledge of task variables – include knowledge about the nature of particular tasks ormore generalised knowledge about types of task as well as the processing demands thatwill be placed upon the individualknowledge about strategy – as well as conditional (contextual) knowledge about whenand where it is appropriate to use such strategies. The basic metacognitive strategiesinclude:• connecting new information to existing (personal) knowledge• taking conscious control of learning – demonstrating awareness of the specificobjectives of a particular task• planning and selecting strategies – and weighting the cost of each against thebenefits of the goals to be achieved• monitoring the progress of learning – using available resources and adapting strategiesas required• correcting errors – using fixit strategies to address difficulties• analysing the effectiveness of learning strategies• changing learning behaviours and strategies as required – flexibility across contextsis spontaneous(Ridley et al, 1992)and are seen to interact with domain expertise: enhancing learning where domainknowledge is weak, and task motivation: learners with a mastery goal orientation (ieseeking to demonstrate ability through development of new skills) develop sophisticatedmetacognitive skills.Metacognitive strategies include the development of cognitively flexible processing skills andthe acquisition of knowledge structures that can support them. Brown (1980) suggests thatmetacognitive deficiencies are the problem of the novice: a function of inexperience in a new(and difficult) problem situation.The implication of a metacognitive decision-making process include:• that there is acquired knowledge about cognitive processes; knowledge that can thenbe used to control cognitive processes• it is actively used in a strategic manner to ensure a (present or future) goal is met• a wide range of skills from which a decision may be made exist – hence wide experience119