La metacognición se refiere al conocimiento y control de la cognición. Versa sobre el conocimiento de los procesos cognitivos en general, y particularmente el conocimiento que el sujeto tiene de su propio sistema mental, capacidades y limitaciones; y por otra parte, implica los efectos reguladores que este conocimiento puede ejercer en su actividad. Distinguimos en la metacognición una dimensión de conocimiento y otra de control.
La dimensión de conocimiento hace referencia a tres aspectos: persona, tarea-estrategia, y contexto.
La dimensión de control la caracterizamos como: planificación, supervisión y evaluación.
Las capacidades para reflexionar sobre nuestros propios procesos mentales tienen importantes implicaciones educativas. Si una persona conoce sus capacidades y lo que se necesita para efectuar una ejecución eficiente en una determinada situación, entonces puede dar los pasos para satisfacer de modo adecuado esas exigencias planteadas. Sin embargo, si no es consciente de sus propias limitaciones, o de la complejidad de la tarea, o de las características y exigencias del contexto particular, difícilmente podemos esperar que adopte acciones preventivas a fin de anticipar problemas o resolverlos adecuadamente.
La metacognición entendida como control se refiere a los procesos de autorregulación utilizados por una persona en situaciones de aprendizaje y resolución de problemas. La capacidad de establecer metas y medios razonables, de determinar si se está logrando un avance satisfactorio hacia los objetivos, y de modificar debidamente la propia acción cuando el progreso no es adecuado, es otra dimensión clave de la metacognición (García García, 1997, 2005).
La creatividad ha sido considerada por muchos autores como un atributo bastante especial, tal vez un tanto misterioso. Mientras que la capacidad para razonar y para resolver problemas que exigen análisis y deducción se considera, con un criterio muy general, que está sumamente correlacionada con la inteligencia, hay también un acuerdo bastante general en que la inteligencia alta, al menos tal como nos la representan los resultados de los tests convencionales, no garantiza la existencia de una creatividad inusual. Más aún, la mayoría de los investigadores que han hecho una distinción entre el pensamiento crítico y el creativo considerarían también que el primero presenta más probabilidades de ser mejorable mediante adiestramiento que el último. Por ese motivo, la noción misma de la creatividad merece que se le preste más atención en cualquier análisis general de las habilidades del pensamiento y su enseñaza
Fuente:
GARCIA GARCIA, E. (1997). Inteligencia y Metaconducta. Revista de Psicología General y Aplicada, 50, 297-312.
GARCIA GARCIA, E. (2005). Teoría de la mente y desarrollo de las inteligencias. Educación Desarrollo y Diversidad. Vol. 8, 1, 5-54.
METACOGNITION AND CREATIVITY
The human mind has metacognitive abilities, reflection back on itself and used as object of knowledge and improvement. Learn about cognitive processes, motivational, emotional, on their own abilities and limitations, behaviors and results, adaptive conquest of the human mind.
Metacognition refers to knowledge and control of cognition. It deals with the knowledge of cognitive processes in general, and particularly knowledge of the subject has its own mental abilities and limitations and on the other hand, involves the regulatory effects that this knowledge can have on their business. We distinguish in metacognition dimension of knowledge and a control.
The knowledge dimension refers to three aspects: person, task, strategy, and context.
The dimension of control characterize as the planning, monitoring and evaluation.The capacity to reflect on our own mental processes have important educational implications. If a person knows their capabilities and what it takes to make an efficient implementation in a given situation, then you can take steps to better satisfy these demands raised. However, if you are not aware of their limitations, or the complexity of the task, or the characteristics and requirements of the particular context, we can hardly wait to take preventive actions in order to anticipate problems and solve them properly.
Understood as control Metacognition refers to self-regulatory processes used by a person in learning situations and problem solving. The ability to set reasonable goals and means, to determine if you are making satisfactory progress toward goals, and appropriately modify the action itself when progress is not adequate, is another key dimension of metacognition (García García, 1997, 2005 .)
Creativity has been considered by many authors as an attribute rather special, maybe a bit mysterious. While the ability to reason and to solve problems that require analysis and deduction is considered a very general criterion, which is highly correlated with intelligence, there is also a fairly general agreement that high intelligence, at least as us represent the results of conventional tests, does not guarantee the existence of unusual creativity. Moreover, most researchers who have made a distinction between critical and creative thinking also consider that the first shows more likely to be improved by training the last. For this reason, the very notion of creativity deserves more attention in any general analysis of the thinking skills and teaching
Source:
GARCIA GARCIA, E. (1997). Intelligence and metabehavior. Journal of General and Applied Psychology, 50, 297-312.
GARCIA GARCIA, E. (2005). Theory of mind and development of intelligence. Education Development and Diversity. Vol 8, 1, 5-54.
La creatividad ha sido considerada por muchos autores como un atributo bastante especial, tal vez un tanto misterioso. Mientras que la capacidad para razonar y para resolver problemas que exigen análisis y deducción se considera, con un criterio muy general, que está sumamente correlacionada con la inteligencia, hay también un acuerdo bastante general en que la inteligencia alta, al menos tal como nos la representan los resultados de los tests convencionales, no garantiza la existencia de una creatividad inusual. Más aún, la mayoría de los investigadores que han hecho una distinción entre el pensamiento crítico y el creativo considerarían también que el primero presenta más probabilidades de ser mejorable mediante adiestramiento que el último. Por ese motivo, la noción misma de la creatividad merece que se le preste más atención en cualquier análisis general de las habilidades del pensamiento y su enseñaza
Fuente:
GARCIA GARCIA, E. (1997). Inteligencia y Metaconducta. Revista de Psicología General y Aplicada, 50, 297-312.
GARCIA GARCIA, E. (2005). Teoría de la mente y desarrollo de las inteligencias. Educación Desarrollo y Diversidad. Vol. 8, 1, 5-54.
METACOGNITION AND CREATIVITY
The human mind has metacognitive abilities, reflection back on itself and used as object of knowledge and improvement. Learn about cognitive processes, motivational, emotional, on their own abilities and limitations, behaviors and results, adaptive conquest of the human mind.
Metacognition refers to knowledge and control of cognition. It deals with the knowledge of cognitive processes in general, and particularly knowledge of the subject has its own mental abilities and limitations and on the other hand, involves the regulatory effects that this knowledge can have on their business. We distinguish in metacognition dimension of knowledge and a control.
The knowledge dimension refers to three aspects: person, task, strategy, and context.
The dimension of control characterize as the planning, monitoring and evaluation.The capacity to reflect on our own mental processes have important educational implications. If a person knows their capabilities and what it takes to make an efficient implementation in a given situation, then you can take steps to better satisfy these demands raised. However, if you are not aware of their limitations, or the complexity of the task, or the characteristics and requirements of the particular context, we can hardly wait to take preventive actions in order to anticipate problems and solve them properly.
Understood as control Metacognition refers to self-regulatory processes used by a person in learning situations and problem solving. The ability to set reasonable goals and means, to determine if you are making satisfactory progress toward goals, and appropriately modify the action itself when progress is not adequate, is another key dimension of metacognition (García García, 1997, 2005 .)
Creativity has been considered by many authors as an attribute rather special, maybe a bit mysterious. While the ability to reason and to solve problems that require analysis and deduction is considered a very general criterion, which is highly correlated with intelligence, there is also a fairly general agreement that high intelligence, at least as us represent the results of conventional tests, does not guarantee the existence of unusual creativity. Moreover, most researchers who have made a distinction between critical and creative thinking also consider that the first shows more likely to be improved by training the last. For this reason, the very notion of creativity deserves more attention in any general analysis of the thinking skills and teaching
Source:
GARCIA GARCIA, E. (1997). Intelligence and metabehavior. Journal of General and Applied Psychology, 50, 297-312.
GARCIA GARCIA, E. (2005). Theory of mind and development of intelligence. Education Development and Diversity. Vol 8, 1, 5-54.
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