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• Explain The Difference Between Critical Thinking And Metacognition

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We do not stop to think about how we use our cognitive abilities to help us throughout our childhood, schooling, and adulthood. Two of our cognitive skills are critical thinking and metacognition. Metacognition is thinking about your own thinking processes that include memory skills, memory capabilities, and study skills. Psychologists now realize that metacognitive capability begins way earlier than previously thought (Dimmitt & McCormick, 2011). Critical thinking is examining information and coming up with conclusions and reasonable judgments based on evidence. These two are different, but are related and depend on each other (Dimmitt, 2014). Metacognition develops and improves throughout life, starting at a very young age. Even as a child, we need to understand how to use the skills you obtain and when to use these skills. As we grow older, these skills that we obtain require less conscious thinking, and more unconscious. Metacognition is important for learning and teaching. In education, metacognition plays a …show more content…

Educational psychologists have been very interested in this topic because we engage in metacognitive activities everyday (Livingston, 1997). Recent research in young children regarding metacognition is the “Theory of Mind,” which is research that refers to the ability to be able to comprehend our own mental states. An example of developing metacognition as children age is when pictures are shown to young children ages four, all those children will believe that they have seen those pictures previously, but as these children age, they begin to realize different things such as recognition and recalling. After complex schooling, these older children will be able to see that those pictures have not all been seen before, and that recognizing them is easier than recalling them (Psychologists now realize that metacognitive capability begins way earlier than previously thought (Dimmitt & McCormick,

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John Flavell originated the term metacognition in the late 1970’s. He defined this, in its basic meaning, as “thinking about thinking”. Over the years the components and definitions have been outlined and expanded upon. Metacognition is divided into two components that include knowledge about thinking and the regulation of thoughts and, both of these components are broken down into three more areas. First we’ll review what knowledge of thinking means.

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Critical thinking is a high level of cognitive skills that helps us communicate and understand things effectively. In the You Tube video "Stossel Testing Therapeutic Touch," I found it was really interesting how the participants were given a placebo and yet most of them felt all these beneficial sleep changes. The power of the mind is amazing because if you believe it will work most likely you will feel that it did. My mother has all these crazy beliefs and I recall when I was bout 8 years old a bee stung me on my hand. I was crying and my mom told me if I wanted to get rid of the pain I had to get a pregnant woman to rub sugar on the wound.

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Dr. Derek Cabrera’s thought on metacognition, human and education is absorbing. He shares perspectives on four universal thinking skills: Distinctions; “Systems; Relationships; and Perspectives (DSRP)” that should be taught in learning institutions. Dr. Cabrera states, “Thinking is simply a process of structuring information and doing something meaningful with it.” Dr. Cabrera also argues that people lack critical analytical thinking, great at school work, but not real life situation. Education needs to be fixed from the bottom up; that can be accomplished by teaching thinking skills.

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The ability to think is an innate action that, for the most part, all people possess. Nonetheless, not everybody has the ability or knowledge of how to develop this quality into something greater and beneficial. Critical thinking is not inherent; rather the skills necessary to think analytically must be learned and practiced with an open mind. It involves listening with the intent of understanding others, drawing conclusions based on strong evidence and asking curiously about the situation. Not only must one be willing to evaluate a situation slowly and thoroughly, but one must also respect the views of others and accept the possibility of being wrong.

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Meta-awareness is achieved through maturation of the brain overtime. Thus, an infant cannot share another’s feelings since they do not have a sense of identity to compare

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Such as when they are ready to take on more responsibilities these thinking skills can help students determine whether or not a decision they are about to make is good or bad. When a student combine metacognitive processes, and other memories strategies this will undoubtedly produce positive

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There are different cognitive skills in critical thinking, Interpretation- categorization, Analysis- examining and analyzing, Evaluation-assessing claims and arguments, Inference- results and conclusions, Explanation- results, and Self-regulation- self-examine. A person can also fall into different levels of critical thinking, basic, complex, and expert critical thinker. I find myself to be a basic critical thinker. Basic critical thinkers are building a data base. I can gather information and haven’t developed the skill to cluster data into categories and analyze the

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Students who encapsulate these aspects of metacognition can become self-regulated learners therefore improving their success in academic achievement. Self-regulation incorporates three interrelated processes, these include self-observation, self-evaluation and self-reaction.

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(2012). Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life. Retrieved from https://www.betheluniversityonline.net. The skills needed for critical thinking is first learning how to apply fair-mined thinking to your daily life. Fair-minded thinking produces better judgement and decisions, which yields successfulness in our life.

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By this she means, metacognition is a person’s thoughts about their thoughts, or the ability to think about the way the person thinks. Metacognition is used in many different ways. For instance, “…judging if you have the right knowledge to solve a problem, deciding where to focus attention, determining if you understood what you just read, devising a plan, revising the plan as you proceed, determining if you have studied enough to pass a test, evaluating a problem solution, deciding to get help, and generally orchestrating your cognitive powers to reach a goal” (Woolfolk,

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This is now being referred to as essentially metacognitive in nature. However, the shift in the way of addressing self-reflective judgements is mostly attributed to the lack of reliability in the findings of the introspectionists. The fact that metamemory can now be studied objectively and reliably is apparent by numerous studies being directed towards issues of human metacognition. Both the processes that underlie the metamemory judgments themselves and the influence that these judgments have on self-directed control of learning are yielding to

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Critical Thinking Analysis & Assessment of Thinking The rudimentary concept in thinking is knowing that all reasoning is required to have a purpose. Reasoning aims at finding a cognitive sense of something by making crucial inquisitions to solve a mystery (Paul & Elder, 2013a). A subjective position limits the scope of coverage of the mystery and thus critical thinking acts as a catalyst to expand that scope and inform toe outcome (Paul & Elder, 2013a). Crucial assumptions are necessary with a specific reference point.

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The article pointed to the several researches defining critical thinking skills. If I was taught 20 years ago what I know now. I am sure I would have been more prepared with the knowledge and skills of framing my mind to the critical thinking skills. Putting the skills and knowledge and applying them to my younger life. The article describes critical thinking as many different observations of one’s worldview.

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Jean Piaget was a Swiss psychologist who regarded cognitive development as a maturational process (Martin, Carlson & Buskist, 2010). Piaget constructed his conclusions through the observation of his own children and children at his Centre of Genetic Epistemology in Geneva. Piaget observed that children depend on an altered type of thinking when compared to the way in which adults think. A child’s thinking is qualitatively different than an adult’s thinking. Through his study, Piaget found that children of a similar age are inclined to behave in a similar manner and make similar mistakes when problem-solving.

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Some topics that will be discussed in this paper will be how an individual can apply the top three critical thinking skills at work, school, and throughout everyday life. Likewise, the other items that will be clarified is the meaning of each of these critical thinking skills. The top three critical thinking skills are to analyze, synthesize, and to evaluate. These skills are a central facet of everyday life and to know how to properly use them will help in the long run. Each of these skills build off each other and it would be good to know what these skills mean in their entirety.

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