Adult Education Lesson Cognition vs.

Adult Education

Lesson

Cognition vs. Metacognition

There are significant differences between learning and learning how to learn. Learning is a cognitive strategy, whereas learning how to learn is metacognitive. According to the cognitive approach, learning involves interaction and experience, and learning is scaffolded upon previously learned information (Wirth & Perkins, 2008). The cognitive viewpoint suggests that learning can be defined as not only knowing information, but knowing how to use it. This is different, however, from learning how to learn, which is metacognitive. Metacognition is a term which essentially means 'thinking about thinking.' Metacognition involves the use of higher order thinking skills to regulate one's learning. Sternberg suggests that "the ability to appropriately allocate cognitive resources, such as deciding how and when a given task should be accomplished, is central to intelligence" (Sternberg, 1984 as cited by Livingston, 2003). Livingston (2003) defines metacognitive strategies as "sequential processes that one uses to control cognitive activities, and to ensure that a cognitive goal (e.g., understanding a text) has been met." She indicates that metacognitive and cognitive strategies work together and often overlap. To demonstrate this overlap, Livingston uses the example of a person who is preparing to take a math exam. This person uses cognitive and metacognitive strategies by recognizing the fact that he has difficulty solving word problems (metacognitive) so he chooses to answer the other types of problems first (cognitive) and save the word problems for last. Metacognitive and cognitive strategies often overlap because a person who is aware of his or her own thinking will cognitively apply their awareness to maximize their learning experiences.

Sternberg: Triarchic Theory of Intelligence

Robert J. Sternberg is an American psychologist who specializes in intelligence research. One of his major accomplishments was the development of the Triarchic Theory of Intelligence. According to his definition, intelligence can be divided into three main groups, namely analytical, creative, and practical.

Sternberg's definition of analytical or componential intelligence includes using higher-order thinking processes to obtain and retain knowledge. The creative or experiential component involves the ability to synthesize information and make connections. Finally, the practical or contextual aspect of intelligence involves using the information in the real world. He warns that many so-called intelligent people fail because they are unmotivated, they are unable to persevere, or they cannot control their impulses or desires for immediate gratification. He claims that the only authentic measure of intelligence is practical success.