What is metacognition?
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It is the awareness of the process of learning.\n\nThese may help you...\n\nhttp://www.ncrel.org/sdrs/areas/issues/students/learning/lr1metn.htm\n\nhttp://www.gse.buffalo.edu/fas/shuell/cep564/Metacog.htm\n\nhttp://www.psyc.memphis.edu/trg/meta.htm
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Self-aware?  Alert?  Attentive?
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Depends on how good it is. If it's good enough then take time. I've spent 3 months on one of Anthony Robbins' principles. We're talking maybe 100 words. It wasn't hard to grasp but was so wonderful that it had to be thought on again and again to keep it in the mind. heck, I've never spent that long on even Socrates or Solomon. Well actually, I've spent close.\n\nWhere-as if i'm reading someone that doesn't know what they're talking about then i do three lines at a time and whizz even then.- it's speed reading, we just get the gist. See?
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Every new skill (and thought and emotion) tries to resolve itself against the patterns of your previous experience..  That is, if it is recognised as something familiar, then those linkages (neuronic connections) are reinforced.  Totally new information must create NEW linkages to your OLD information.  This process MUST be repeated (learning) or you will not remember the new information for long
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I don't think this is something you can ever measure.  Awareness of what?  What "level" of awareness would one have to reach to be considered competently aware?  There are just too many things that cannot be quantified or qualified for data processing purposes.  \n\nAnother problem is that everybody thinks they know the truth.  If you talk to almost anybody (at least this is the way it is in the States, I'm not sure if it's like this elsewhere in the world) they think that they know the truth and what's right and everybody else is messed up.  The conservatives think they're aware of what's going on and they've got the answers and that the liberals are "out to lunch."  The liberals, of course, think just the opposite.  It's the same with individuals.\n\nHowever, as a very wise friend of mine pointed out, it depends on what the awareness is of.  For instance, awareness of hunger and suffering in the world is quite a bit different than being aware of traffic before you cross the street.\n\nHope this helps answer your question.\n\nFR
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Sometimes we get in situations that makes us draw on our knowledge or experience and we can recall them in a hurry if needed.  It is called thinking on your feet.
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It seems to refer to presenting a problem in multiple formats -- verbal, pictorial, physical -- as either a way of facilitating cognitive assimilation or deciding which is easiest to assimilate.  In other words, since people learn best in different ways it's often useful to teach a particular topic using different representations -- not just a lecture, but perhaps a lecture with slides, or a lecture with slides and a practicum.\n\nThe physiology is part of the field of cognition, which studies how the human brain assimilates information. \n\nAnyway, if you do a yahoo search on "multiple representation" cognition (use the quotes around multiple representation) you'll find a lot more information on this topic.  Good luck  :)
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The definition of Ponder is - Thought or thinking is a mental process which allows beings to model the world, and so to deal with it effectively according to their goals, plans, ends and desires. Words referring to similar concepts and processes in the English language include cognition, sentience, consciousness, idea, and imagination.\n\nThinking involves manipulation of information, as when we form concepts, engage in problem solving, reason and make decisions. Thinking is a higher cognitive function and the analysis of thinking processes is part of cognitive psychology.
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It's somebody which you can conjur up in a dream to help you on your way. Maybe via meditation one could train themselves to imagine somebody that they trust appearing and offering advice - then maybe by reciting some phrase at the same time as when they appear one could learn to invoke the dream guide dude during real dreams
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If one expects too much without knowing what is his/her preparation or where one stands, then probably it leads to unexpected results which causes mental frustration. Best way is to find out one's own Strength Weaknesses and choose appropriate curriculum.
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Thinking is being aware of one's surroundings, noticing the consistencies and acting on them to improve one's situation. Animals do that to. It can be done because biological sensors are integrated into and provide information to the energy regulators of the body.\n\nSome frustrated humans take or do mind altering things to relive themselves of thinking and retreat down the scale of the animal kingdom's thinking abilities.
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Do things that you know you are good at, each time you succeed, YOU WILL FEEL BETTER ABOUT YOURSELF.  You will start to feel confidence and competence. You will soon find a way to transfer that feeling to things that you are new at. You just did something that required self confidence, asking a million strangers a personal question like that is not easy, you are on your way.
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Most people know that the best way to check that we understand something is to be able to explain it to others. \n\nConsider the lessons for us in the following: \n\nWe learn: \n10% of what we read \n20% of what we hear \n30% of what we see \n50% of what we both see and hear \n70% of what is discussed with others \n80% of what we experience personally \n90% of what we TEACH to someone else \nHow do YOU learn/revise? How could you do it better?\n\nWhen you are trying to remember important words or ideas, it helps tremendously to develop brain"hooks" as an aid. These are visual pictures or kinaesthetic memories which link to the word. It doesn't matter how logical, or how ridiculous these are, they can be a great aid to learning.\n\n"Memory men" are well used to using hooks when learning lists of names. eg "Shakespeare"  can conjure up quite an amusing picture which can act as a hook to the name.\n\nTry standing on one leg and tapping your head while you say a difficult to remember name out loud. The chances are that if you carry out the same action a week later, the word will spring into your mind.\n\nRhymes and pnemonics can also be very useful.Most of us remember "Richard Of York Gave Battle In Vain" for the colours of the spectrum.\n\nWe are not all the same type of learner. Learning types can be simply divided into Visual (learn best by "seeing"), Auditory (learn best by "hearing" or Kinaesthetic (learn best by "doing"). We may learn better using one, or a combination of these types of learning.
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To take time to reflect and think about something.
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Do you mean Metaphor??\n\nIn language, a metaphor (from the Greek: metapherin) is a rhetorical trope defined as a direct comparison between two seemingly unrelated subjects. In a metaphor, a first object is described as being a second object. Through this description it is implied that the first object has some of the qualities of the second. In this way, the first object can be economically described because implicit and explicit attributes from the second object can be used to fill in the description of the first. This is exploited in literature and especially in poetry, where with few words, emotions and associations from one context can powerfully be associated with another, different subject.\n\nMetaphor is a subset of analogy and is closely related to other similar concepts such as comparison, simile, allegory and parable. The exact classification of the type of analogy can be unclear when the subjects, the points of comparison or the manner of comparison are omitted.\n\nIn cognitive linguistics, metaphor is often seen as a basic cognitive function; that humans cannot help but see common traits in subjects which are factually distinct and indeed such behavior may be required for learning and comprehension. This is normally termed a conceptual metaphor. This trait is exploited in psychotherapy through a technique commonly termed therapeutic metaphor where a story unrelated to the patient is used to teach lessons about the patient's situation. The use of the word metaphor in these areas falls outside the typical literary definition of metaphor, as given above, although these types of comparison definitely fall within the greater scope of analogy.
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Thinking about and cognitively manipulating events, things or concepts that are not in ones immediate presence or environment is abstract reasoning.\nTake a test here:\nhttp://www.testgrid.com.au/demo/sampleabstract.tg\n\nAn example might be an unfolded patterned box as the desired end point and 4 folded boxes off to the side. Your task would be to match which one of the 4 boxes is identical to the first. All of this on a printed page.
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Social cognition is the name for both a branch of psychology that studies the cognitive processes involved in social interaction, and an umbrella term for the processes themselves.\n\nIt uses the tools and assumptions of cognitive psychology to study how people understand themselves and others in society and social situations. For example, it may be concerned with how people select, interpret, remember and act on social information such as language, facial expression, group consensus and prevalent group attitudes or beliefs.\n\nParticularly, social cognition is concerned with how such information is represented and how it interacts with, and is handled by, more fundamental cognitive processes such as memory, attention, perception and problem solving.\n\nSocial cognition came to prominence with the rise of cognitive psychology in the late 1960s and early 1970s and is now the dominant model and approach in mainstream social psychology. It is probably true, though, to say that social psychology was always a lot more cognitive than mainstream psychology to begin with, as it traditionally discussed internal mental states such as beliefs and desires when mainstream psychology was dominated by behaviourism and rejected them as illusory.\n\nThere has been much recent interest in the links between social cognition and brain function, particularly as neuropsychological studies have shown that brain injury (particularly to the frontal lobes) can adversely affect social judgements and interaction. The case of Phineas Gage was an early and influential example of this finding.\n\nPeople diagnosed with certain mental illnesses are also known to show differences in how they process social information. There is now a expanding research field examining how such conditions may bias cognitive processes involved in social interaction, or conversely, how such biases may lead to the symptoms associated with the condition.