Graciela Inchausti de Jou

A metacognição como estratégia reguladora da aprendizagem

Within Cognitive Psychology the Information Processing approach sees the mind as a cognitive system that allows the human being to interact in his/her environment. This system is capable of monitoring and self-regulating itself which, in turn, empowers the system all together. This capability has been defined as metacognition. The first aim of this study is to analyze the concept of metacognition, trying to capture its essence and functionality as a cognitive process. The second aim is to show and discuss the models provided by the different authors in the area. The final goal is to report a number of investigations that shows metacognition as a determinant factor for the instructional learning.

Teoria da mente : diferentes abordagens

A capacidade de compreender os estados mentais (i.e. sentimentos, desejos, crencas e intencoes) dos outros e de si mesmo e uma das caracteristicas sociais do ser humano. Quando essa habilidade emerge e como se desenvolve sao aspectos que tem sido pesquisados por psicologos desenvolvimentistas e cognitivistas sob o nome de Teoria da Mente das criancas. Nesse trabalho, procura-se relacionar os diferentes enfoques teoricos acerca da natureza, genese e desenvolvimento da teoria da mente com os achados empiricos e as metodologias empregadas. Questoes referentes a idade em que os pesquisadores entendem que emerge uma teoria da mente nas criancas e a necessidade de desenvolver uma visao que englobe os diferentes niveis de compreensao que elas tem da mente, a luz das teorias existentes, sao discutidas.

Metacognição e Funções Executivas: Relações entre os Conceitos e Implicações para a Aprendizagem

Research on learning indicates that the capacities of planning, monitoring and controlling ones own activity has a central role in learning, and that failure or delay in its development are present in learning disabilities. Such capacities are defined as metacognition in the psychological approach, and as executive functions in the neuropsychological approach. Thus, these two different concepts seem to refer to similar capacities. By reviewing both classic and recent literature, we aimed to examine these two concepts, relating them to each other and to learning. As a result, we found that these concepts converge in some aspects, but differ in others; and that there are some initial empirical data confirming the relationship between the skills described by both concepts.

O contexto experimental e a teoria da mente

Fifty-eight middle-class 3 to 5 preschool children of Porto Alegre were given 3 tasks in order to examine the acquisition and development of the Theory of mind: false-belief, appearance-reality, and belief, standard and facilitated. The last one was introduced in order to investigate childrens best performance on the tasks. Childrens justifications to their answers were considered as another modality for the false-belief task, so children could confirm or correct their initial answers. ANOVA with repeated measures showed that 3 and 4-year-olds performed similarly, except for appearance-reality and belief, which was the easiest one. Results are discussed concerning the cognitive demands of each task. Also, childrens best performance on the justification modality of the false-belief task is discussed concerning methodological issues and the assessment of childrens theory of mind.

Práticas educativas parentais: a percepção de adolescentes com e sem dependência química

In the adolescence, the use of drugs has been happening at an earlier age and with harder drugs. Researches have tried to identify both risk and protection factors. Adolescents with or without diagnoses of chemical dependence had the perception of parental educative practices investigated in this study. There were 48 participants of both sexes, age variation from 14 to 19. They were divided in two groups: 1) 24 adolescents with diagnoses of dependence, 2) 24 adolescents without diagnosis. Both groups were paired according to gender, age and socialeconomic status. Two instruments were applied: The Questionnaire of Risk Factors for Chemical Dependence and The Parents’ Report. In the statistical analysis were used Chi-Square and the Mann-Whitney tests. Results have shown significant difference between the perceptions of both groups, while practices more indicated socially were associated to adolescents without diagnoses, practices less indicated socially were associated to those with diagnoses.

Desenvolvimento de habilidades metacognitivas: capacitação de professores de ensino fundamental

Pesquisas proporcionaram evidencias importantes sobre a relacao entre estrategias especificas de estudo e um alto desempenho escolar. O objetivo desta investigacao e elaborar e avaliar um curso de capacitacao para professores de ensino fundamental, com a finalidade de desenvolver as habilidades cognitivas, metacognitivas e motivacionais para a aprendizagem em seus alunos. Utilizou-se um delineamento pre e pos-teste. Participaram 10 professores de 5a serie e 54 alunos. Os instrumentos utilizados junto aos alunos foram o Raven, a Escala de Avaliacao para Motivacao para Aprender, a Escala de Estrategias de Aprendizagem e o Teste de Desempenho Escolar. Para os professores, foram utilizados o Questionario Metacognitivo e um questionario de autoavaliacao. Nas analises intra e entre grupos, os resultados mostraram o efeito tempo para a maioria das variaveis e o efeito grupo apenas para a variavel estrategias de aprendizagem. Conclui-se que os professores podem atuar explicitamente como mediadores no desenvolvimento das habilidades cognitivas e metacognitivas de aprendizagem.

Tarefa experimental de metamemória para avaliar monitoramento e controle de memória

Experimental tasks for the assessment of monitoring and control memory processes allow the online exam of these abilities. In the national field these tasks still need to be elaborated in order to facilitate and stimulate future research projects. This article presents the steps for the elaboration of a task for examining memory monitoring and control processes. In Study 1 we describe the selection of 100 stimuli (cue-target word pairs) and its psycholinguistic aspects. Study 2 presents data of a pilot-study of the task with ten adults, focusing on the evaluation of monitoring processes. In Study 3 we show data of monitoring and control processes of a pilot-study with 12 undergraduate students as well as a clinical case of stroke and two neurologically unimpaired elderly people. Results suggest the need of two different versions of the task for different populations, which would allow enough variance within and between participants. In addition, other preliminary findings relevant for current metamemory hypothesis are presented.

Memory monitoring and control in young and intermediate-age adults

The way adults perceive and regulate learning (metamemory) is an important indicator of how they perform on memory tasks. This study assessed memory monitoring, control and performance in young and intermediate-age adults according to item type (with or without semantic relation), type of judgment of learning (JOL - immediate or delayed), and age. Twenty-six young adults (M = 22 years old) and 18 intermediate-age adults (M = 47 years old) participated, who responded to an experimental paradigm to evaluate metamemory. Results showed that related word-pairs received higher magnitude for the JOLs and better cued-recall scores. JOLs’ accuracy was similar between the age groups, delayed JOLs being more accurate only for young adults. Intermediate-age adults apparently based their allocation of study time less on JOLs or cued-recall than young adults.

Metamemory experimental task to evaluate memory monitoring and control

Experimental tasks for the assessment of monitoring and control memory processes allow the online exam of these abilities. In the national field these tasks still need to be elaborated in order to facilitate and stimulate future research projects. This article presents the steps for the elaboration of a task for examining memory monitoring and control processes. In Study 1 we describe the selection of 100 stimuli (cue-target word pairs) and its psycholinguistic aspects. Study 2 presents data of a pilot-study of the task with ten adults, focusing on the evaluation of monitoring processes. In Study 3 we show data of monitoring and control processes of a pilot-study with 12 undergraduate students as well as a clinical case of stroke and two neurologically unimpaired elderly people. Results suggest the need of two different versions of the task for different populations, which would allow enough variance within and between participants. In addition, other preliminary findings relevant for current metamemory hypothesis are presented.

Tarea experimental de metamemoria para evaluar monitoreo y control de memoria

Experimental tasks for the assessment of monitoring and control memory processes allow the online exam of these abilities. In the national field these tasks still need to be elaborated in order to facilitate and stimulate future research projects. This article presents the steps for the elaboration of a task for examining memory monitoring and control processes. In Study 1 we describe the selection of 100 stimuli (cue-target word pairs) and its psycholinguistic aspects. Study 2 presents data of a pilot-study of the task with ten adults, focusing on the evaluation of monitoring processes. In Study 3 we show data of monitoring and control processes of a pilot-study with 12 undergraduate students as well as a clinical case of stroke and two neurologically unimpaired elderly people. Results suggest the need of two different versions of the task for different populations, which would allow enough variance within and between participants. In addition, other preliminary findings relevant for current metamemory hypothesis are presented.