Embedded in this post is an article on metacongition and learning or as the researchers who studied the phenomenon phrased it, "non-cognitive" learning. I am with the commenter of the article on having difficulty with the term "non-cognitive" as any intellectual process must, at some level, be cogntive. This kind of thinking could, and has been referred to as self-regulation and is a popular area of study, research, and practice in education today. In fact, according to the researchers cited in the article, self-regulation (as I refer to it) is more predictive of success than IQ or other standardized measures:
Heckman has also found that factors seldom measured on IQ or achievement tests--characteristics like persistence and self-control--matter more than academic knowledge and skills in determining life outcomes. Heckman came upon this by studying students who had earned a General Educational Development certificate (GED). Although these students had the same academic abilities as those who graduated from high school, they ended up doing far worse in employment, health, and other aspects of life as adults. Why? Heckman reasoned that the high school graduates were much better able to make plans and stick to them and delay gratification--factors that served them well out of school.
Rothman, in discussing the findings writes:
David Conley goes further and argues that abilities like persistence, goal-setting, and collaboration are in fact "higher form[s] of thinking." He suggests that, in place of non-cognitive skills, these abilities should be called "metacognitive learning skills." While I appreciate his point of view, I'm afraid that term is unlikely to catch on.
While I doubt Rothman reads my blog, there already is a term in circulation to describe this process and that term is self-regulation.
You can read the entire article here:
Two Cheers for "Non-Cogntive" Skills
Heckman has also found that factors seldom measured on IQ or achievement tests--characteristics like persistence and self-control--matter more than academic knowledge and skills in determining life outcomes. Heckman came upon this by studying students who had earned a General Educational Development certificate (GED). Although these students had the same academic abilities as those who graduated from high school, they ended up doing far worse in employment, health, and other aspects of life as adults. Why? Heckman reasoned that the high school graduates were much better able to make plans and stick to them and delay gratification--factors that served them well out of school.
Rothman, in discussing the findings writes:
David Conley goes further and argues that abilities like persistence, goal-setting, and collaboration are in fact "higher form[s] of thinking." He suggests that, in place of non-cognitive skills, these abilities should be called "metacognitive learning skills." While I appreciate his point of view, I'm afraid that term is unlikely to catch on.
While I doubt Rothman reads my blog, there already is a term in circulation to describe this process and that term is self-regulation.
You can read the entire article here:
Two Cheers for "Non-Cogntive" Skills
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