The relationship between memory (including declarative and procedural [implicit] memories), metacognition, and problem solving is particularly interesting. A common assumption is that the control of cognitive processes occurs through explicit monitoring of cognitive function. Metacognition includes declarative knowledge about learning, remembering, and cognition as well as processes for self-regulating ongoing cognitive function. Procedural memories are viewed as implicit. Implicit memories are achieved through automatic processes in which the individual has little or no awareness of experiential influence. In this assignment, you will explore the relationship between memory, metacognition, and problem solving.
Use the following information to ensure successful completion of the assignment:
- Doctoral learners are required to use APA style for their writing assignments.
- This assignment requires that at least four additional scholarly research sources related to this topic, and at least three in-text citation from each source be included.
- You are required to submit this assignment to Turnitin.
Write a paper (1,250-1,500 words) in which you explore the relationship between memory, metacognition, and problem solving. Include the following in your paper:
- A contrast of declarative and implicit memories. How is this contrast reconciled in light of metacognition?
- A discussion of the role of cognitive processes in each memory type. How might the control of cognitive processing be achieved through implicit learning?
- A discussion of the influence of metacognitive monitoring and metacognitive control on problem solving. How do the factors within memory and learning that influence metacognitive monitoring and metacognitive control influence problem solving?
Addante, R. J. (2015). A critical role of the human hippocampus in an electrophysiological measure of implicit memory. NeuroImage, 109, 515-528. doi:10.1016/j.neuroimage.2014.12.069
Anderson, M. C., & Levy, B. J. (2009). Suppressing unwanted memories. Current Directions in Psychological Science, 18(4), 189-194. doi:10.1111/j.1467-8721.2009.01634.x
Biyikli, C. & Dogan, N. (2015). The effect of learning strategies used for rehearsal on the academic success. Education and Science, 40, 311-327. doi:10.15390/eb.2015.2728
Carretti, B., Caldarola, N., Tencati, C., & Cornoldi, C. (2014). Improving reading comprehension in reading and listening settings: The effect of two training programmes focusing on metacognition and working memory. British Journal of Educational Psychology, 84(2), 194-210. doi:10.1111/bjep.12022.
DeLuca, V. W., & Lari, N. (2013). Developing students’ metacognitive skills in a data-rich environment. Journal of STEM Education: Innovations & Research, 14(1), 45-55. Retrieved from http://search.ebscohost.com/login.aspx?direct=true…
Gredler, M. E. (2009). Learning and instruction (6th ed.). Upper Saddle River, NJ: Merrill.
Hargrove, R. (2013). Assessing the long-term impact of a metacognitive approach to creative skill development. International Journal of Technology & Design Education, 23(3), 489-517. doi:10.1007/s10798-011-9200-6
Speirs, S. J., Rinehart, N. J., Robinson, S. R., Tonge, B. J., & Yelland, G. W. (2014). Efficacy of Cognitive Processes in Young People with High-Functioning Autism Spectrum Disorder Using a Novel Visual Information-Processing Task. Journal of Autism and Developmental Disorders, 44(11), 2809–2819. doi:10.1007/s10803-014-2140-8
Yun-Jo, A., & Li, C. (2014). Examining the effects of metacognitive scaffolding on students’ design problem solving and metacognitive skills in an online environment. Journal of Online Learning & Teaching, 10(4), 552-568. Retrieved from http://search.ebscohost.com/login.aspx?direct=true…