Date of Award

Winter 1-2-2020

Document Type

Dissertation

Degree Name

PHD - Doctor of Philosophy

Department

Education

First Advisor

Gail Simpson Cahill

Second Advisor

Caroline Heller

Third Advisor

Sue Pennini

Abstract

Metacognitive interventions have been shown to be tremendously important to general education and supporting individuals with neurological disabilities (Brown, 1978; Webb, 1989; Dunlosky & Metcalfe, 2009; Dweck, 2017). This paper details the many facets and relationships between neurology and metacognition. The investigation draws from a wide diversity of neuro-investigational techniques and findings related to metacognition, executive function, self-reflection, self-evaluation, self-development and self-directed learning. It ends with a discussion of common threads and themes drawn from the research, and how methodological definitions for metacognitive knowledge and metacognitive regulation can be combined with physiologically-focused neurobiological approaches and consciousness-focused psychological approaches to broaden understanding and further investigation into this field of inquiry.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Language

English

Number of Pages

123

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The author owns the copyright to this work.