Metacognitiva

Metacognitiva, typically equated with metacognition, refers to the awareness and regulation of one’s own cognitive processes. It encompasses both knowledge about cognition and the regulation of cognitive activities such as learning, memory, and problem solving.

Metacognitive knowledge includes declarative, procedural, and conditional knowledge about thinking: what we know about our strengths and weaknesses, the procedures we can apply, and when and why to use particular strategies. Metacognitive regulation comprises planning (setting goals and selecting strategies), monitoring (assessing comprehension and performance during a task), and evaluating (reflecting on outcomes and adjusting approaches for future tasks).

Metacognition supports self-regulated learning by enabling individuals to choose effective strategies, monitor progress, and adapt to new challenges. It develops through instruction and practice, often aided by techniques such as think-aloud protocols, self-questioning, goal setting, and reflective journaling. Researchers study metacognition across education, cognitive psychology, and neuroscience, using assessments like think-aloud methods, self-report scales, and performance-based tasks.

Applications include improving reading comprehension, problem solving, study skills, and performance in mathematics and science. While the concept is well established in Western psychology, its exact definition and measurement can vary by language and theoretical framework.