Storing information in-the-world: Metacognition and cognitive offloading in a short-term memory task
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اصطلاح فراشناخت به دانش ما درباره فرآیندهای شناختی خودمان و چگونگی استفاده بهینه از آنها برای رسیدن به هدف‌های یادگیری گفته می‌شود. به سخن دیگر به اطلاعاتی که فرد در مورد نظام شناختی خود دارد گفته می‌شود. با رشد و گسترش نظام شناختی در انسان مجموعه‌ای از فرآیندهای فراشناختی و نظارتی نیز شکل می‌گیرد. این مهارت‌های فراشناخت به صورت مهارت‌های آگاهی‌دهنده عمل می‌کنند که در طی یادگیری و پردازش اطلاعات مورد استفاده ذهن قرار می‌گیرد و جریان این پردازش را تسهیل می‌کند. به طور کلی کیفیت حافظه و یادگیری به فراشناخت وابسته است. اصطلاح فراشناخت را اولین بار فلاول در سال 1976 مورد استفاده قرار داد تا با آن دانش شخص را در مورد فرآیندها و تولیدات شناختی یا هر چیز مربوط به آن توصیف کند. از فراشناخت تعاریف گوناگونی ارائه شده است: آگاهی شخص از فرآیندها و راهبردهای شناختی(مسترز ، 1981؛ به نقل از فلاول، 1985)؛ تفکر دربارۀ تفکر(براون، 1984؛ به نقل از گلاور و برونینگ ، 1990)؛ دانش و کنترلی که در مورد تفکر و فعالیت های یادگیری اعمال می شود(کراس و پاریس ، 1988)؛ دانش درباره ی دانستن(میلر،2002؛ به نقل از عطارخامه، 1388) و دانش فرد دربارۀ چگونگی یادگیری خودش (اسلاوین،2006؛ به نقل از سیف، 1386). فراشناخت کلیدی است برای توانایی شناختی، که به افراد اجازه می دهد تا افکارشان را کنترل و بازسازی کنند و نقش اساسی در یادگیری ایفا می کند(گاس و ویلی، 2007؛ به نقل از عطارخامه، 1388).
در این صفحه، تعداد 143 مقاله انگلیسی از ژورنال ها و مجلات معتبر پایگاه ساینس دایرکت (ScienceDirect) درباره موضوع فراشناخت آرشیو شده است که شما می توانید مقالات مورد نظر خود را بر اساس سال انتشار، موضوع مقاله، وضعیت ترجمه و تعداد صفحات، انتخاب نموده و دانلود فرمایید.
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در صورتی که مقاله لاتین مورد نظر شما تا کنون به زبان فارسی ترجمه نشده باشد، واحد ترجمه پایگاه ISI Articles با همکاری تنی چند از اساتید و مترجمان با سابقه، آمادگی دارد آن را در اسرع وقت و با کیفیت مطلوب برای شما ترجمه نماید.
Prior expectations facilitate metacognition for perceptual decision
Me and we: Metacognition and performance evaluation of joint actions
Creative metacognition and self-ratings of creative performance: A 4-C perspective
Comparative difficulty and the strategic regulation of accuracy: The impact of test-list context on monitoring and meta-metacognition
Metacognition in eating disorders: Comparison of women with eating disorders, self-reported history of eating disorders or psychiatric problems, and healthy controls
Metacognition of agency and theory of mind in adults with high functioning autism
Differential lexical correlates of social cognition and metacognition in schizophrenia; a study of spontaneously-generated life narratives
Necessary, but not sufficient: Links between neurocognition, social cognition, and metacognition in schizophrenia are moderated by disorganized symptoms
Metacognition, symptoms and premorbid functioning in a First Episode Psychosis sample
Capacities for theory of mind, metacognition, and neurocognitive function are independently related to emotional recognition in schizophrenia
A comparison of capacities for social cognition and metacognition in first episode and prolonged depression
Goal reasoning as a general form of metacognition in BICA
Metacognition in psychosis: Comparison of schizophrenia with bipolar disorder
Anhedonia in prolonged schizophrenia spectrum patients with relatively lower vs. higher levels of depression disorders: Associations with deficits in social cognition and metacognition
Emotion as a boost to metacognition: How worry enhances the quality of confidence
Monitoring and meta-metacognition in the own-race bias
Depression and insight in schizophrenia: Comparisons of levels of deficits in social cognition and metacognition and internalized stigma across three profiles
A comparison of adults’ and children's metacognition for yes/no recognition decisions
The role of metacognition in prospective memory: Anticipated task demands influence attention allocation strategies
Multiple levels of metacognition and their elicitation through complex problem-solving tasks
Responsibility, metacognition and unrealistic pessimism in obsessive–compulsive disorder
The speed of metacognition: Taking time to get to know one’s structural knowledge
An experimental manipulation of metacognition: A test of the metacognitive model of obsessive-compulsive symptoms
Using a false biofeedback methodology to explore relationships between learners’ affect, metacognition, and performance
Collaborating across cultures: Cultural metacognition and affect-based trust in creative collaboration
Intrinsic motivation and metacognition as predictors of learning potential in patients with remitted schizophrenia
The development of the Metacognition Assessment Interview: Instrument description, factor structure and reliability in a non-clinical sample
An explorative study on metacognition in obsessive-compulsive disorder and panic disorder
Social metacognition and the creation of correct, new ideas: A statistical discourse analysis of online mathematics discussions
Alzheimer's disease can spare local metacognition despite global anosognosia: Revisiting the confidence–accuracy relationship in episodic memory
Poor insight in schizophrenia: links between different forms of metacognition with awareness of symptoms, treatment need, and consequences of illness
Metacognition in schizophrenia: Correlates and stability of deficits in theory of mind and self-reflectivity
Metacognition, affect regulation and symptom expression: A transdiagnostic perspective
Metacognition and social function in schizophrenia: Associations of mastery with functional skills competence
Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes
Metacognition as a predictor of therapeutic alliance over 26 weeks of psychotherapy in schizophrenia
The temporal precedence of metacognition in the development of anxiety and depression symptoms in the context of life-stress: A prospective study
Metacognition and schizophrenia: The capacity for self-reflectivity as a predictor for prospective assessments of work performance over six months
Metacognition and mindreading: Judgments of learning for Self and Other during self-paced study
Metacognition, memory disorganization and rumination in posttraumatic stress symptoms
Metacognition and episodic memory in obsessive-compulsive disorder
Exploring the role of metacognition in obsessive–compulsive and anxiety symptoms
Associations of metacognition and internalized stigma with quantitative assessments of self-experience in narratives of schizophrenia
The relationship between parenting factors and trait anxiety: Mediating role of cognitive errors and metacognition
Understanding metacognition through the use of pupil views templates: Pupil views of Learning to Learn
Metacognition as a mediator of the relationship between emotion and smoking dependence
Metacognition within narratives of schizophrenia: Associations with multiple domains of neurocognition
Navigational spatial displays: The role of metacognition as cognitive load
The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory
Metacognition and affect: What can metacognitive experiences tell us about the learning process?
Metacognition, need for cognition and use of explanations during ongoing learning and problem solving
Metacognition and false recognition in patients with frontal lobe lesions: the distinctiveness heuristic
Use of a computer-assisted program to improve metacognition in persons with severe intellectual disabilities
Generation failure: Estimating metacognition in cued recall
SES differences in young children’s metacognition in the context of mathematical problem solving
When False Recognition Meets Metacognition: The Distinctiveness Heuristic
Individual differences in children's developing theory of mind and implications for metacognition
The Effect of Prior Knowledge and Metacognition on the Acquisition of a Reading Comprehension Strategy
Development of Metacognition in Gifted Children: Directions for Future Research