Kevin Nicholson
@knichol5
17 April, 07:33
" Metacognition often helps the implicit processes become more explicit, which is the best way of addressing bias. Rather than overriding your strongest intuitive response or fighting against it, you can learn to have other, more adaptive responses in the face of uncertainty.”" ibid.
5Have confidence in the Lord with all thy heart, and lean not upon thy own prudence.
6In all thy ways think on him, and he will direct thy steps.
7Be not wise in thy own conceit: fear God, and depart from evil:
8For it shall be health to thy navel, and moistening to thy bones.
Proverbs 3:5-8
"A frequently cited problem on the CRT is the question: “A bat and ball cost $1.10 in total. The bat cost $1.00 more than the ball. How much does the ball cost?” The intuitive answer that readily comes to mind is .10, which is incorrect. The correct answer is $.05 ($.05 ball + $1.05 bat = $1.10 total). To arrive at the correct answer, one must reject their initial “gut” response and engage in delibera
5Have confidence in the Lord with all thy heart, and lean not upon thy own prudence.
6In all thy ways think on him, and he will direct thy steps.
7Be not wise in thy own conceit: fear God, and depart from evil:
8For it shall be health to thy navel, and moistening to thy bones.
Proverbs 3:5-8
"A frequently cited problem on the CRT is the question: “A bat and ball cost $1.10 in total. The bat cost $1.00 more than the ball. How much does the ball cost?” The intuitive answer that readily comes to mind is .10, which is incorrect. The correct answer is $.05 ($.05 ball + $1.05 bat = $1.10 total). To arrive at the correct answer, one must reject their initial “gut” response and engage in delibera
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"A frequently cited problem on the CRT is the question: “A bat and ball cost $1.10 in total. The bat cost $1.00 more than the ball. How much does the ball cost?” The intuitive answer that readily comes to mind is .10, which is incorrect. The correct answer is $.05 ($.05 ball + $1.05 bat = $1.10 total). To arrive at the correct answer, one must reject their initial “gut” response and engage in deliberative, analytical reasoning." ibid.
b + (b +1.00) = 1.10
2b = 1.10 - 1.00
2b =.10
b = .05
https://extragoodshit.phla...
Metacognition
Metacognition is "cognition about cognition", "thinking about thinking", "knowing about knowing", becoming "aware of one's awareness" and higher-order thinking skills. The term comes from the root word meta, meaning "beyond", or "on top of". Metacognition can take many forms; it includes knowledge about whe
b + (b +1.00) = 1.10
2b = 1.10 - 1.00
2b =.10
b = .05
https://extragoodshit.phla...
Metacognition
Metacognition is "cognition about cognition", "thinking about thinking", "knowing about knowing", becoming "aware of one's awareness" and higher-order thinking skills. The term comes from the root word meta, meaning "beyond", or "on top of". Metacognition can take many forms; it includes knowledge about whe
07:34 PM - Apr 17, 2021
In response Kevin Nicholson to his Publication
Only people mentioned by knichol5 in this post can reply
Kevin Nicholson
@knichol5
17 April, 07:34
In response Kevin Nicholson to his Publication
" Metacognition often helps the implicit processes become more
Metacognition
Metacognition is "cognition about cognition", "thinking about thinking", "knowing about knowing", becoming "aware of one's awareness" and higher-order thinking skills. The term comes from the root word meta, meaning "beyond", or "on top of". Metacognition can take many forms; it includes knowledge about when and how to use particular strategies for learning or problem-solving. There are generally two components of metacognition: knowledge about cognition and regulation of cognition. Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition. Academic research on metacognitive processing across cultures is in the early stages, but there are indications that further work may provide better outcomes in cross-cultural learning between teachers and students. Writings on metacognition date back at least as far as two works by the Greek philosopher Arist
Metacognition
Metacognition is "cognition about cognition", "thinking about thinking", "knowing about knowing", becoming "aware of one's awareness" and higher-order thinking skills. The term comes from the root word meta, meaning "beyond", or "on top of". Metacognition can take many forms; it includes knowledge about when and how to use particular strategies for learning or problem-solving. There are generally two components of metacognition: knowledge about cognition and regulation of cognition. Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition. Academic research on metacognitive processing across cultures is in the early stages, but there are indications that further work may provide better outcomes in cross-cultural learning between teachers and students. Writings on metacognition date back at least as far as two works by the Greek philosopher Arist
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