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Evidence Points to Conscious 'Metacognition' in Some Nonhuman Animals
September 15, 2009
BUFFALO, N.Y. -- J. David Smith, Ph.D., a comparative psychologist at the University at Buffalo who has conducted extensive studies in animal cognition, says there is growing evidence that animals share functional parallels with human conscious metacognition -- that is, they may share humans' ability to reflect upon, monitor or regulate their states of mind. Smith makes this conclusion in an article published the September issue of the journal Trends in Cognitive Science (Volume 13, Issue 9). He reviews this new and rapidly developing area of comparative inquiry, describing its milestones and its prospects for continued progress.
He says "comparative psychologists have studied the question of whether or not non-human animals have knowledge of their own cognitive states by testing a dolphin, pigeons, rats, monkeys and apes using perception, memory and food-concealment paradigms.
"The field offers growing evidence that some animals have functional parallels to humans' consciousness and to humans' cognitive self-awareness," he says. Among these species are dolphins and macaque monkeys (an Old World monkey species).
Smith recounts the original animal-metacognition experiment with Natua the dolphin. "When uncertain, the dolphin clearly hesitated and wavered between his two possible responses," he says, "but when certain, he swam toward his chosen response so fast that his bow wave would soak the researchers' electronic switches.
"In sharp contrast," he says, "pigeons in several studies have so far not expressed any capacity for metacognition. In addition, several converging studies now show that capuchin monkeys barely express a capacity for metacognition.
"This last result," Smith says, "raises important questions about the emergence of reflective or extended mind in the primate order.
"This research area opens a new window on reflective mind in animals, illuminating its phylogenetic emergence and allowing researchers to trace the antecedents of human consciousness."
Smith, a professor in the UB Department of Psychology and Center for Cognitive Sciences, is recognized for his research and publications in the field of animal cognition.
He and his colleagues pioneered the study of metacognition in nonhuman animals, and they have contributed some of the principal results in this area, including many results that involve the participation of Old World and New World monkeys who have been trained to use joysticks to participate in computer tasks.
Their research is supported by the National Institute of Child Health and Development and the National Science Foundation.
Smith explains that metacognition is a sophisticated human capacity linked to hierarchical structure in the mind (because the metacognitive executive control processes oversee lower-level cognition), to self-awareness (because uncertainty and doubt feel so personal and subjective) and to declarative consciousness (because humans are conscious of their states of knowing and can declare them to others).
Therefore, Smith says, "it is a crucial goal of comparative psychology to establish firmly whether animals share humans' metacognitive capacity. If they do, it could bear on their consciousness and self-awareness, too."
In fact, he concludes, "Metacognition rivals language and tool use in its potential to establish important continuities or discontinuities between human and animal minds."
The University at Buffalo is a premier research-intensive public university, a flagship institution in the State University of New York system and its largest and most comprehensive campus. UB's more than 28,000 students pursue their academic interests through more than 300 undergraduate, graduate and professional degree programs. Founded in 1846, the University at Buffalo is a member of the Association of American Universities.
University at Buffalo
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Metacognition
by John Dunlosky (Author), Janet Metcalfe (Author)
Metacognition is the first textbook to focus on people’s extraordinary ability to evaluate and control their cognitive processes. This comprehensive text covers both theoretical and empirical metacognitive research in educational, developmental, cognitive and applied psychology. Authors John Dunlosky and Janet Metcalfe address many of the key questions that have inspired scientists to pursue research in this domain. To answer these and many other questions, the authors assess major theoretical themes and programmatic research in the field. The authors also include chapters that define the scope of metacognition and cover its historical origins. Not only do they describe well-received theories about the nature of metacognition, but they also highlight unresolved mysteries...
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Handbook of Metacognition in Education (Educational Psychology)
by Douglas J. Hacker (Editor), John Dunlosky (Editor), Arthur C. Graesser (Editor)
Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this compendium of focused and in-depth discussions from leading scholars in the field:
represents an intersection of education, cognitive science, and technology;
serves as a gateway to the literature for researchers and practitioners interested in one or more of the wide array of topics included; and
sets the standard for scholarship for theoretical research and practical applications in this field.
The Handbook of Metacognition in Education — covering Comprehension Strategies, Metacognitive Strategies, Metacomprehension, Writing, Science and Mathematics, Individual...
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by Timothy J. Perfect (Editor), Bennett L. Schwartz (Editor)
There is a growing theoretical and practical interest in the topic of metacognition: how mental processses are monitored and controlled. This study overviews the relationship between theories in metacognition and their real-world applications. In addition to a theoretical overview, chapters cover metacognition in three areas: education, everyday life memory and in diverse populations.
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Metacognition: Knowing about Knowing
by Janet Metcalfe (Editor), Arthur P. Shimamura (Editor)
"This volume provides the reader with an interesting and accessible summary of the latest work in a field (metacognition) that has only recently re-emerged as a major focus of research interest. Researchers seeking an overview and teachers wanting a source text to update their lectures will find this a useful read." -- Timothy J. Perfect, Contemporary Psychology Metacognition offers an up-to-date compendium of major scientific issues involved in metacognition. The twelve original contributions provide a concise statement of theoretical and empirical research on self-reflective processes or knowing about what we know. Self-reflective processes are often thought to be central to what we mean by consciousness and the personal self. Without such processes, one would ...
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Metacognition
The Animatronics (Primary Contributor)
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Metacognition, Strategy Use, and Instruction
by Harriet Salatas Waters (Editor), Wolfgang Schneider PhD (Editor), John G. Borkowski (Editor)
Showcasing exemplary research programs, this book explores how the latest theories and findings on cognitive development can be used to improve classroom instruction. The focus is on how children acquire knowledge about the processes involved in learning—such as remembering, thinking, and problem solving—as well as strategies for mastering new information. The contributors are leading experts who illustrate ways teachers can support the development of metacognition and goal-directed strategy use throughout the school years and in different academic domains. Teacher behaviors and instructional methods that promote these abilities are identified, and innovative assessment approaches and research designs are described.
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Metacognition in Literacy Learning: Theory, Assessment, Instruction, and Professional Development
by Susan Israel; Cathy Collins Block; Kathryn Kinnucan-Welsch (Editor)
This volume provides the first comprehensive, research-based examination of metacognition in literacy learning. Bringing together research findings from reading, linguistics, psychology, and education, it is logically organized as follows: Part I provides the theoretical foundation that supports the teaching of metacognition; Parts II and III provide new methods for metacognitive assessment and instruction in literacy contexts at all grade levels; and Part IV provides new information on integrating metacognition into professional development programs. Key features include: *Chapter Structure. Teacher reflections at the beginning of each chapter illustrate teacher thinking about the chapter topic and metacognitive connections at the end of each chapter link its content with that...
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How to Teach Metacognitive Reflection (Mindful School)
by Robin J. Fogarty (Author)
Take the mystery out of metacognition with the proven methods in this guide. With these easy-to-follow models you`ll discover how easy it is to incorporate reflection and how beneficial this strategy is for student learning.
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Comprehension Connections: Bridges to Strategic Reading
by Tanny McGregor (Author)
Deepen your understanding of Comprehension Connections. Listen to Tanny McGregor's three Webinars, archived here for use with professional learning groups of any size: Click here to access the webinars now http://www.heinemann.com/mcgregorwebinar/ Inferring, questioning, determining importance. It's not easy to explain these abstract reading strategies to elementary readers, yet knowing how they work and how to use them is an important first step to connecting with texts. Fortunately Tanny McGregor has developed visual, tangible, everyday lessons that make abstract thinking concrete and that can help every child in your classroom make more effective use of reading comprehension strategies.Comprehension Connections is a guide to developing children's ability to fully understand...
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Metacognition
Malley (Primary Contributor)
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