Top-Down, Bottom-Up and Metacognition – Discovering the Mind
Angelica Lipscomb
PHYC102-1402B-10 Robin Redfern
June 15, 2014
Abstract In scientific psychology the question of how information is processed is achieved by asking to what amount a psychological procedure is motivated by top-down as opposed to bottom-up information. The difference between top-down and bottom-up processing is commonly used in experimental psychology. Top-down processing proposes that we form our observations starting with a bigger objective, thought, or knowledge before working our way in the direction of more thorough information. Bottom-up processing, also identified as "small chunk" processing, proposes that we attend to or identify essentials by
…show more content…
Basically with bottom-up processing, your sensed make the decisions for you.
Metacognition is frequently humbly defined as "thinking about thinking." In fact, describing metacognition is not that easy. Though the phrase has been a part of the language of educational psychologists for the last few decades, and the perception for as long as individuals have been able to think about their intellectual involvement, there is a lot of discussion over precisely what metacognition is. One intention for this misperception is the fact that there are numerous relationships presently used to define the same basic sensation or a characteristic of that occurrence, and these terms are frequently used in the literature. While there are some differences amongst descriptions, all accentuate the part of administrative procedures in the management and instruction of reasoning practices.
Top-down and bottom-up processing are both used in tandem for critical thinking and if we learn how to use both together then we will grow as individuals. With the top-down processing we use critical thinking to make decisions like picking dinner, or a car purchase. The only problem with top-down is that if you are reading an article or hear something you don’t quite understand, you might assume that it has something to do with what you are reading or talking about. Bottom-up processing is when your emotions make the decisions for you. If you
Metacognition is basically when you are aware and understand you own thought roccessIn the movie Princes bride, there is one scene where two characters named Westley and Vizzini and the ne character Vizzini shows a really great example of being metacognitive. In this scene, the one character Westley challenges Vizzini to a “Battle of wits”. When Vizzini agrees Westley takes out two wine glasses both full of wine and tell Vizzini that he had just put poison powder into one of the wine glasses and the challenge is for Vizzini to drink from one of the wine glasses that he believes doesn’t have poison in it. The only problem is there is a little bit of poison in both wine glasses and Westley thought ahead because he knew that he was immune to the
When supporting children that need more challenge, it is important to focus on asking them questions that allow them to think about a topic on a deeper level. When working with T, it was evident he knew what was being asked of him on this worksheet. I know I challenged him because he really had to think about what I was asking him, and give him a nudge in the right direction. According to Reys, Lindquist, Lambdin, and Smith (2015), “People who are good problem solvers are generally good at thinking about their own thinking—that is, they are good at metacognition. As a teacher, I need to remember to find ways to allow my students to think about their thinking in order to challenge them. I need to scaffold my students into asking themselves their own questions after they complete a problem.
Stephen Crane’s use of metaphors and similes, personification and imagery are very affective in the book The Red Badge of Courage. It is clearly expressed throughout the whole book. Learning it from Henry the main character on his journey during his time in the war when he hated it most. All he wanted after being in war forever was the red badge of courage for his bravery and courage.
“The activity of thinking prefigures, prepares for, and lets us practice the freedom of mind we require to exercise discerning judgment while living among people who differ from us.” Elizabeth Kamarck Minnich stated in the passage Teaching Thinking Moral and Political Considerations. As part of the top ten in my graduating class, the process of structured thinking has worked in my favor, as it has set me to take classes others wouldn’t usually take; but in no circumstances have I thought that I was smarter than my other classmates. The structured thinking set upon us shows the capability of how well one listens and follows. Listening to what and how the work should be done is a major key in this cycle, and anyone is capable to do it. The second step in the other hand differs, as many tend to
Metacognition refers to “ thinking about what you are thinking”; the audiences are the ones you want to persuade or to educate. In outcome one, the writer needs to form a metacognition of the use of language in different writing contexts, which requires the writer has a clear understanding of who the audience is so that various aspects of writing will be formed accordingly. Keeping whom the audiences is an important aspect of writing because it determines how the arguments would be delivered in each piece of writing. Hence, the writer should consider the audiences’ needs in the background information provided, the frequency of terminology used, the tone, the style, the word choice and the content. More importantly, having a specific audience
Metacognition is the ability to understand the learning process of not only yourself, but the ones around you. Having this understanding allows you to convey information in a much more effective manner. Understanding the way I learn is important to the way I can approach problems and solutions. These issues and answers develop in many forms. Much like how an artist develops a process of completing a master piece, I can develop the tools to understand and learn in any situation, job, or
In “Racial Disparity in Capital Punishment and its Impact on Family Members of Capital Defendants,” Jennifer Schweizer pointed out the ongoing racial disparity in capital punishment and how it affects family members of African American capital defendants. Additionally, racial disparity affects the different stages of the death penalty process, from charging through sentencing and execution. Moreover, African American families have a higher likelihood of being impacted by capital punishment. Schweizer examined how the death penalty influenced family members of capital defendants. The south has the biggest death row population. Death sentences are greater in states that have a past of lynching.
In this video Professor, Stephen Chew explains metacognition, and how it affects and can help us as college level students. He explains it very simply with ten simple tips how we can use metacognition to our advantage to help us study and not only memorize the material, but truly learn and understand it. If you look at the ten study strategies you will see they are very basic and would seem obvious as a study skill, but it is much more difficult to implement it. For example, principle number five states that effective preparation requires your total focus. I cannot even do this now because I am watching the Packers game. They may all seem very simple but are truly difficult to use all of these to help you become a better
Metacognition is a complex notion that encompasses numerous mental processes in all areas of life. It is often simplistically described as “thinking about thinking.” However, there is no commonly recognized definition of metacognition. In his article “The Power of Reflection”, Stephen Fleming, a well-respected cognitive neuroscientist, agrees with the definition of metacognition given by John Flavell in 1970 as “our ability to evaluate our own thinking” (2). Fleming also accepts Flavell’s proposition that metacognition is “key to educational success”; indeed, the development of metacognitive thinking is vital in learning processes (1). Metacognition is a teachable concept, and has been proven to be crucial in education.
This could be interpreted in an easier way to understand such as not just throwing words on a page. Learning how use metacognition is a major step in learning how to write good essays because it shows you are actually thinking and putting in the effort to show you took time to understand the topic being written about. “Students who succeed academically often rely on being able to think effectively and independently in order to take charge of their learning,” says Marcus Conyers who is a co-developer of graduate degree courses focused on applications of education, mind, and brain science. Many teachers have said that learning cognitive and metacognitive strategies offers them tools to “drive their brains”
looking at process rather than structure is a common attribute of modern psychology. As an
(114) This idea is significant because having cognitive flexibility helps oneself to think about solutions to problems in a different approach to think differently. To sum it up, this proves that metacognition does empower children to success by having cognitive flexibility they learn to control their feeling so they can focus and capability to make the right
There are said to be six stages of critical thinking, the unreflective, challenged, beginning, practicing, advanced, and accomplished thinker. The unreflective thinker is unable to asses their thinking skills while in the second stage of challenged thinkers, they are becoming aware and figuring out problems. The beginning thinker is similar to concrete thinking, which contains no depth, it regards to the facts and thinking in the periphery. At the fourth stage, the practicing thinker is developing the knowledge for systematic practice, while the advanced thinker now has good habits and can actively analyze information. Lastly, the accomplished thinker can access their intuitiveness and take a position on things in everyday life(Edler, Paul).
Vertical thinking is thinking with mental operations that move in a straight line up and down between higher and lower level concepts. Where lateral thinking is looking in alternate directions to define and interpret a problem and thus a solution.
Generally Metacognition is defined as “how individual monitor and control their cognitive process” (Young & Fry, 2008). Metacognition refers to being able to reflect upon, understand, and control one’s learning. Previous accounts of metacognition have differentiated between two major components, including knowledge about cog¬nition and regulation of cognition (Brown, 1987; Flavell, 1987; Jacobs & Paris, 1987). Knowledge about cognition includes three sub processes that simplify the reflective aspect of metacognition: declarative knowledge (i.e., knowledge about self and about strategies), procedural knowledge (i.e., knowledge about how to use strategies), and conditional knowledge (i.e., knowledge