The concept of metacognition is usually used in the field of psychology and the behavioural and cognitive sciences to refer to the ability, possibly only found in humans, to attribute one’s own thoughts, ideas and judgements to other people.

The concept of metacognition

Despite the fact that metacognition is a very common concept in scientific circles and among the academic community, currently n o is a term accepted by the Real Academia Española de la Lengua (RAE).

There is however a consensus among academics of cognitive psychology in defining metacognition as an innate capacity in humans . This ability allows us to understand and be aware of our own thoughts, but also of the ability of others to think and judge reality.

Metacognition, related to the concept of theory of mind, also enables us to anticipate our own and others’ behavior through constant perception of the emotions, attitudes and feelings of others, which allows us to formulate hypotheses about how they will act in the future.

Main research

The concept of metacognition has been widely studied by the cognitive sciences, and its importance is rooted in areas such as personality, learning, self-concept or social psychology. Several academics stand out in this field.

Bateson and metacognition in animals

Among these experts, it is essential to name the English anthropologist and psychologist Gregory Bateson, who initiated the studies on metacognition in animals. Bateson realized that dogs used to play with each other simulating small and harmless fights and detected that, through different signals, dogs became aware of being in a fictitious fight (a simple game) or were in a real and potentially dangerous fight.

Metacognition in humans

As for humans, metacognition begins to appear already in the early stages of development, during childhood . Between three and five years of age, children begin to show concrete responses that, in the eyes of researchers, correspond to the activation of their capacity to perform metacognition. Experts point out that metacognition is a capacity that is latent in human beings from birth, but that only becomes ‘activated’ when the child’s stage of maturity reaches the appropriate conditions, in addition to correct stimulation of their cognitive abilities.

After the infancy stage, we humans constantly employ metacognition , and this allows us to anticipate other people’s attitudes and behaviours. Although, of course, we use metacognition unconsciously.

Psychopathologies related to the absence of metacognition

In some circumstances, metacognition does not develop properly . In these cases, the absence or difficulties in activating the metacognition are due to the presence of certain psychopathologies. This diagnosis can be made through certain evaluation criteria designed for this purpose.

When children do not develop metacognition in a normative way, it can be due to different causes. Some experts point out that autism may be caused by dysfunctions in the theory of mind.

Theories addressing metacognition

Metacognition and the theory of mind have been consistently addressed by psychology . In general terms, the concept is usually defined as the way in which individuals reason and apply thought to reflect (unconsciously) on the way others act. Metacognition, therefore, allows us to apprehend some aspects of our environment and allows us to reflect, providing us with better tools to carry out our desires and ideas.

Metacognition is also a skill that allows us to manage a wide range of cognitive processes, from the simplest to other truly complex ones.

John H. Flavell

One of the most cited authors on the concept of metacognition and theory of mind is the American developmental psychologist John H. Flavell. This expert in cognitive psychology, who was a disciple of Jean Piaget, is considered one of the pioneers in the study of metacognition . According to Flavell, metacognition is the way in which human beings understand their own and other people’s cognitive functions, anticipating the intentions, ideas and attitudes of others.

Constructivism

The constructivist school proposes certain nuances around the concept of metacognition. It points out, from the outset, that the human brain is not simply a receptor of perceptive inputs , but that it is also an organ that allows us to create psychic structures that end up constituting, for example, our personality, through our memories and knowledge.

According to constructivism, then, learning is linked to the personal and subjective history of the individual, as well as by his way of approaching and interpreting (making sense of) the knowledge he is acquiring. This knowledge includes that which refers to what one believes others know, what they intend, etc. In this way, one or another style of metacognition has implications in the way in which the individual learns to integrate in social spaces.

Metacognition and learning: “learning to learn”

The concept of metacognition is also commonly used in the field of psychopedagogy and teaching. In the processes involved in learning, the educational system should try to emphasize the personal abilities of each student that are related to the way in which he or she learns and understands the concepts. In this sense, it is interesting to formulate an educational curriculum that is permeable to the cognitive needs of students and that stimulates this capacity.

One of the ways to promote metacognition in the classroom is to develop a teaching style that takes into account the students’ skills, abilities and cognitive competences, as well as their emotional management, so that a better connection is achieved between the student and the object of study , encouraging significant learning. This style of learning must go hand in hand with personalised treatment of the students.

Thus, the theory of mind and metacognition can help us understand and make our learning more efficient, through planning and evaluating our approach.

Bibliographic references:

  • Albaiges Olivart, J. M. (2005). The power of memory. Barcelona, El Aleph.
  • Anguera, M. T. (1993). Observational methodology in psychological research. Vol. 1 Barcelona: PPU.
  • Bruner, J. (2004). Mental reality and possible worlds. Barcelona.
  • Gardner, H. (2004). Flexible minds: The art and science of knowing how to change our opinion and that of others. Barcelona, Ediciones Paidós.
  • Pedhazur, E. J. and Schmelkin, L. P. (1991). Measurement, design and analysis: an integrated approach. Hillsdale, NJ: Lawrence Erlbaum.