The developmental origin of metacognition
Brinck, Ingar LU
and Liljenfors, Rikard
LU
(2013)
In Infant and Child Development
22(1).
p.85-101
- Abstract
- We explain metacognition as a management of cognitive resources that does not necessitate algorithmic strategies or metarepresentation. When pragmatic, world-directed actions cannot reduce the distance to the goal, agents engage in epistemic action directed at cognition. Such actions often are physical and involve other people, and so are open to observation. Taking a dynamic systems approach to development, we suggest that implicit and perceptual metacognition emerges from dyadic reciprocal interaction. Early intersubjectivity allows infants to internalize and construct rudimentary strategies for monitoring and control of their own and others’ cognitions by emotion and attention. The functions of initiating, maintaining, and achieving... (More)
- We explain metacognition as a management of cognitive resources that does not necessitate algorithmic strategies or metarepresentation. When pragmatic, world-directed actions cannot reduce the distance to the goal, agents engage in epistemic action directed at cognition. Such actions often are physical and involve other people, and so are open to observation. Taking a dynamic systems approach to development, we suggest that implicit and perceptual metacognition emerges from dyadic reciprocal interaction. Early intersubjectivity allows infants to internalize and construct rudimentary strategies for monitoring and control of their own and others’ cognitions by emotion and attention. The functions of initiating, maintaining, and achieving turns make proto-conversation a productive platform for developing metacognition. It enables caregiver and infant to create shared routines for epistemic actions that permit training of metacognitive skills. The adult is of double epistemic use to the infant – as a teacher that comments on and corrects the infant’s efforts, and as the infant’s cognitive resource in its own right. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/2220206
- author
- Brinck, Ingar
LU
and Liljenfors, Rikard
LU
- organization
- publishing date
- 2013
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- metacognitive skills, epistemic action, intersubjectivity, reciprocal interaction, attention, emotion
- in
- Infant and Child Development
- volume
- 22
- issue
- 1
- pages
- 85 - 101
- publisher
- John Wiley & Sons Inc.
- external identifiers
-
- wos:000315091700007
- scopus:84873988498
- ISSN
- 1522-7219
- DOI
- 10.1002/icd.1749
- language
- English
- LU publication?
- yes
- id
- 6c878cf0-5370-4fa1-8f22-3a15dc3d0b02 (old id 2220206)
- alternative location
- http://onlinelibrary.wiley.com/doi/10.1002/icd.1749/pdf
- date added to LUP
- 2016-04-01 10:56:45
- date last changed
- 2025-04-04 14:38:48
@article{6c878cf0-5370-4fa1-8f22-3a15dc3d0b02,
abstract = {{We explain metacognition as a management of cognitive resources that does not necessitate algorithmic strategies or metarepresentation. When pragmatic, world-directed actions cannot reduce the distance to the goal, agents engage in epistemic action directed at cognition. Such actions often are physical and involve other people, and so are open to observation. Taking a dynamic systems approach to development, we suggest that implicit and perceptual metacognition emerges from dyadic reciprocal interaction. Early intersubjectivity allows infants to internalize and construct rudimentary strategies for monitoring and control of their own and others’ cognitions by emotion and attention. The functions of initiating, maintaining, and achieving turns make proto-conversation a productive platform for developing metacognition. It enables caregiver and infant to create shared routines for epistemic actions that permit training of metacognitive skills. The adult is of double epistemic use to the infant – as a teacher that comments on and corrects the infant’s efforts, and as the infant’s cognitive resource in its own right.}},
author = {{Brinck, Ingar and Liljenfors, Rikard}},
issn = {{1522-7219}},
keywords = {{metacognitive skills; epistemic action; intersubjectivity; reciprocal interaction; attention; emotion}},
language = {{eng}},
number = {{1}},
pages = {{85--101}},
publisher = {{John Wiley & Sons Inc.}},
series = {{Infant and Child Development}},
title = {{The developmental origin of metacognition}},
url = {{http://dx.doi.org/10.1002/icd.1749}},
doi = {{10.1002/icd.1749}},
volume = {{22}},
year = {{2013}},
}