Although metacognition can simply be interpreted as thinking about one’s own thinking, it is actually a complex construct that plays a central role in theories of conceptual change. In a 1988 review, R.T. White identified 4 facets of metacognition: (1) propositional knowledge about cognition ( knowledge of the factors that affect ability to memorize something), (2) awareness of one’s own thoughts (monitoring one’s own understanding during a lecture), (3) ability to regulate thinking (deciding what path to take while attempting to solve a difficult problem), and (4) readiness to apply the ability to regulate thinking. Metacognition is important for developing and understanding of ideas; and awareness and control of thinking have been shown to have a significant impact on problem-solving success. 

The Importance of Metacognition in Learning 

Metacognitive practice understands mindfulness to be a metacognitive process that is able to increase one’s ability to control their response to a situation, but mindfulness is dependent on context and specific beliefs of the person.  Metacognitive practice is a conceptualization of mindfulness coined by Ravi Kudesia and informed by metacognition and practice theory. 

Metacognitive Practice (Mindfulness)

Metamemory refers to the introspective awareness, declarative knowledge, perceptions, beliefs, estimations, and assessments about the capacity, operation, functioning, and development of one's memory. Metamemory also involves the capability to exercise control and monitor memory performance.

A Subtype of Metacognition: Metamemory

Add reference nodes for metacognition here. 

References for Metacognition 

the awareness, understanding, and adjustment of one’s own thought processes 

University of Michigan - Ann Arbor

New York University

Georgetown University

-  Learner Presence
-  Emotional Presence
-  Agency Presence 
-  Metacognition

-  All four additional presences contain the elements of self-regulation, motivation and learning strategies. 
(They may eventually converge into a single new presence, or be relegated to the exogenous variables.)

Other Presences to Expand the COI

The psychological and neurobiological operations by which information is processed, to build knowledge and understanding that supports decision making.

Cognition

Cognition refers to the mental process of thinking. It encompasses a wide array of mental activities, including perception, knowledge acquisition, problem-solving, judgment, language, and memory.

Cognition (Thinking)

Kudesia, R. S. (2019). Mindfulness as metacognitive practice. Academy of Management Review, 44(2), 405-423. https://www.researchgate.net/profile/Ravi-Kudesia/publication/320241109_Mindfulness_As_Metacognitive_Practice/links/5cbf1197299bf12097799927/Mindfulness-As-Metacognitive-Practice.pdf 

Mindfulness as metacognitive practice

articulates the role of the online learner, particularly with regard to self-efficacy measures

Learner Presence

“the outward expression of emotion, affect, and feeling by individuals and among individuals in a Community of Inquiry, as they relate to and interact with the learning technology, course content, learners, and the instructor”

Emotional Presence 

Also known as the autonomy presence.
The Internet provides additional or supplemental resources & communities that students can use to enhance, augment and validate their learning.

Agency Presence

Metacognition

The flow of ideas and associations that can lead to conclusions or actions

Thought

Understanding or awareness of something or the sum total of one's understanding/awareness of all things.

Knowledge

Theories and Perspectives on Cognition

Humans (and other animals) are considered cognitive misers. This is some being that conserves mental energy by simplifying the complexity of cognition. It leads to taking mental shortcuts  (heuristics) which can bias behavior.

Cognitive Misers

Humans believe that their subjective view of reality is reality. People believe that they see things as they really are and others don't.

Naive Realism

Intelligence is a complex cognitive characteristic involving the capacity to acquire and apply knowledge and skills. It enables individuals to reason, solve problems, plan, and adapt to new situations using logic, understanding, and creativity. Numerous theories have been developed to explain its nature, such as Sternberg's triarchic theory and Gardner's proposal that intelligence comprises multiple factors. Other perspectives also emphasize the significance of emotional intelligence.

Intelligence

Diversity in a group of individuals information, knowledge, representations, mental models and heuristics. It can improve problem solving, predicting and designing.

Cognitive Diversity

The different cognitive tools an individual has - the ways they can think. People have certain talents and skills.

Cognitive Repertoire

Cognitive development refers to the changes in an individual's mental processes. This domain includes the development of learning, attention, memory, language abilities, thinking, reasoning skills, and creativity.

Cognitive Development

Different perspectives, knowledge, attention, processing abilities, skills, and talents.

Cognitive Resources

A state of mind that occurs when there a person holds two or more inconsistent cognitions (i.e., ideas, attitudes, beliefs, opinions, etc.) It results in an unpleasant feeling of mental discomfort and is not the product of a physiological need. This discomfort is hypothesized to be a result of our desire find reason in the world and erase absurdity. Another way at looking at it is that it occurs when our self-justifications conflict. 

Cognitive Dissonance

A measure of analytic thinking and one's tendency to override their initial beliefs. 

Cognitive Reflection Test (CRT)

Imagination refers to the capability of creating mental representations of concepts, ideas, images, sensations, perspectives, possibilities, or experiences that are not present or accessible in the immediate physical environment.

Imagination

Cognition includes the processes associated with: 
* Perception
* Knowledge
* Problem solving
* Judgment
* Language
* Memory

Components of Cognition

Social cognition refers to the ways in which individuals think about themselves and others. As a key intrapersonal topic in social psychology, it focuses on the mental processes involved in perceiving, interpreting, and remembering information about the social world.

Social Cognition

Cognition is an exceptionally complex process that serves as an essential feature of human consciousness. Despite its central role in shaping conscious awareness, many aspects of cognitive functioning occur unconsciously and are not actively experienced by the individual.

Cognition and Consciousness

Which of the following best describes cognition?

Which of the following activities is an example of cognition?

Which of the following processes is most directly related to cognition?

Which of the following scenarios best illustrates the concept of cognition?

A significant portion of the brain's cognitive activity, such as perceiving, processing, and organizing information, occurs without our conscious awareness. While we navigate our daily lives, our brains are constantly active, yet most of this underlying mental work goes unnoticed.

Unconscious Cognitive Processes

A practical example of cognition is the mental process of planning daily tasks. This involves contemplating a series of errands, such as visiting the bank, cleaners, and grocery store, and then organizing them in a logical sequence based on factors like timing and location, such as deciding whether to complete them before or after a scheduled class.

Planning Daily Errands as an Example of Cognition

Emotions and memories are powerful forces that actively shape our thoughts and subsequent behaviors. This relationship is not one-way; thoughts also create a feedback loop, influencing and modifying our emotions and memories. This reciprocal interaction highlights the deeply interconnected nature of different cognitive functions.

Reciprocal Influence Between Thoughts, Emotions, and Memories

Scientists who study cognition aim to understand how individuals integrate, organize, and utilize their conscious cognitive experiences, despite being unaware of the vast amount of unconscious work the brain continuously performs.

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