Module of Metacognitive Process

Planning Stage

• Planning is the forethought stage of metacognition, and is activated when you are presented with a cognitive task whose ideal approach you must figure out. Planning involves speculating on the reasons for a given task and often entails asking questions (to oneself or others, if the task is introduced by other people) that elucidate the purpose of the task.

Monitoring Stage

• Monitoring involves self-reflection or introspection as the cognitive task unfolds. In the monitoring stage of the module, an individual consciously reflects on his or her progress and the execution of the plan developed in the first stage. Monitoring may involve repeated mental recall of a series of data (for example, silently remembering people's names at a party).

Evaluation Stage

• The evaluation stage follows a cognitive task and serves to make mental inquiries into the effectiveness of the approach. Evaluation is usually articulated verbally (i.e. as a mental conversation with oneself) and involves self-questioning along the lines of "Was I successful in solving the task?" and "How might I solve the same or a similar task more efficiently next time?" In one sense, evaluation feeds back into planning since it preps the brain for a more ready reactivation of metacognitive processes for the next cognitive challenge.

Patterns of Metacognition

• Unsurprisingly, studies show that those who engage in the metacognitive process more readily have a higher intelligence and quicker ability to learn. This is true in the still-developing brains of children, as well as for fully mature adult brains. Methods of studying and evaluating metacognition involve self-reported questionnaires (literally, having an individual report what he or she is thinking at a given moment) and, more recently, brain-scanning technology such as Magnetic Resonance Imaging.