CHAPTER 4

Cognitive and Metacognitive Factors in Learning

TOPICS
01 Transfer of Learning

02
Learning Strategies

03
Metacognitive Strategies

04
Transfer of Learning
 Definition
• The process and effective extent to which
past experiences affect learning and
performance in a new situation.

• SOLOMON and PERKINS (1992). The abilit

y to take what one has learned in one contex
t and use it in a new instance.
Types of Transfer of Learning

Near Transfer
01 It refers to transfer between very similar contexts.
Also referred to as specific transfer.

Far Transfer
02 Transfer between contexts that on appearance,
may look completely different, but are actually
“conceptually” similar.
Positive Transfer
03 Transfer occurs when learning in one context,
improves performance in some other contexts.

Negative Transfer
04 Transfer occurs when learning in one context
impacts negatively on performance in another .
Learning Strategies
 Definition
• Learning strategies are ways of learning.
Good learners use these strategies to make
their learning more efficient.

• According to Weinstein, et al. (1996) there

are two types of learning strategies namely:
strategies for planning how to learn and
strategies for learning.
Strategies for Planning How to Learn
Advance Organization Self-Management

01 Doing a preview of what you are

going to learn. 04 Understanding the conditions that
help you learn and organize them.

Directing Attention Advance Preparation

02 Paying attention to studying
something and not doing other 05 Planning and preparing all the things
that you need for learning.
things.

Selective Attention Self-monitoring

03 Studying things that you can
remember more easily.
06 Correcting your self if you make a
mistake.
Strategies for Planning How to Learn
Delayed Production Self-reinforcement

07 When you first start to learn

something new, know first the basic 09 Giving yourself a reward when you
have successfully learned something.
before putting it into action.

Self-evaluation Working alone or with other

people
08 Self-assessment or testing
10 Find out reason for working alone or
with other people.
 Strategies for Learning
Grouping Imagery

01 Putting things in groups and in order

will help you build a framework for 02 Making pictures in your mind to help
you remember things.
learning. Grouping also reflects the
way your brain organizes information.

10
Metacognitive
Strategies
 Definition
• Metacognitive Strategies refers to methods used to
help students understand the way they learn; in other
words, it means processes designed for students to
'think' about their 'thinking'.
• Teachers who use metacognitive strategies can
positively impact students who have learning disabiliti
es by helping them to develop an appropriate plan for
learning information, which can be memorized and
eventually routine. As students become aware of how
they learn, they will use these processes to efficiently
acquire new information, and consequently, become
more of an independent thinker.
Metacognitive Strategies

Think Aloud
01 Great for reading comprehension and problem solvin
g. Think-aloud help students to consciously monitor
and reflect upon what they are learning.

Checklist, Rubrics and Organizers

02 Great for solving word problems. These organization
al tools support students in the decision-making proc
ess because they serve as an aid for planning and s
elf-evaluation.

Explicit Teacher Modeling

03 Great for math instruction. Explicit teacher modeling
helps students understand what is expected of them
through a clear example/model of a skill or concept.
Quiz Time
IDENTIFY THE FOLLOWING
1. The ability to take what one has learned in one context
and use it in a new instance.
2. Type of transfer that usually involves tasks that are
procedural in nature.
3. Transfer that occurs when learning in one context,
improves performance in some other contexts.
4. Good learners use these strategies to make their learnin
g more efficient.
5. Studying things that you can remember more easily.
IDENTIFY THE FOLLOWING
6. Correcting your self if you make a mistake.
7. Making pictures in your mind to help you remember things.
8. Processes designed for students to 'think' about their
'thinking'.
9. These organizational tools support students in the decision
-making process because they serve as an aid for planning
and self-evaluation.
10. Helps students understand what is expected of them
through a clear example/model of a skill or concept.
THANK YOU!