Chapter 8. Using metacognitive strategies to induce phase shifts

2018 ◽  
pp. 165-185 ◽  
Author(s):  
Shannon R. Becker ◽  
Jessica L. Sturm
Keyword(s):  
Phase Shifts ◽  
Metacognitive Strategies ◽  
Induce Phase

Seizures induce phase shifts of rat circadian rhythms

2001 ◽  
Vol 913 (2) ◽  
pp. 165-169 ◽  
Author(s):  
Mark Quigg ◽  
Martin Straume ◽  
Teresa Smith ◽  
Michael Menaker ◽  
Edward H Bertram
Keyword(s):  
Circadian Rhythms ◽  
Phase Shifts ◽  
Induce Phase

MANIPULATED SYNCHRONIZATION: BEAM STEERING IN PHASED ARRAYS

2000 ◽  
Vol 10 (11) ◽  
pp. 2619-2627 ◽  
Author(s):  
TED HEATH ◽  
KURT WIESENFELD ◽  
ROBERT A. YORK
Keyword(s):  
Phased Arrays ◽  
Beam Steering ◽  
Phase Shifts ◽  
Induce Phase

We consider a relatively new application of mutually interacting, synchronized oscillators. The idea is to intentionally introduce variations among the elements to induce phase shifts between the oscillators. Though often unwanted, in certain instances these phase shifts are highly desirable: We discuss how to manipulate array parameters in order to steer and scan the beam emanating from radiating arrays.

Cognitive gadgets and genetic accommodation

2019 ◽  
Vol 42 ◽  
Author(s):  
Eva Jablonka ◽  
Simona Ginsburg ◽  
Daniel Dor
Keyword(s):  
Cognitive Flexibility ◽  
Metacognitive Strategies ◽  
Genetic Evolution ◽  
Genetic Accommodation

Abstract Heyes argues that human metacognitive strategies (cognitive gadgets) evolved through cultural rather than genetic evolution. Although we agree that increased plasticity is the hallmark of human metacognition, we suggest cognitive malleability required the genetic accommodation of gadget-specific processes that enhanced the overall cognitive flexibility of humans.

Reflection on Metacognitive Strategies – Teaching Learning Perspective

2012 ◽  
Vol 1 (5) ◽  
pp. 35-37
Author(s):  
Dr. M. Parimala Fathima ◽  
◽  
Dr. A R. Saravanakumar Dr. A R. Saravanakumar
Keyword(s):  
Metacognitive Strategies ◽  
Teaching Learning

Importance of Promoting Metacognitive Awareness at University

2018 ◽  
Vol 29 (1) ◽  
pp. 3-18
Author(s):  
Masoodi Marjan
Keyword(s):  
Task Performance ◽  
Positive Feedback ◽  
Historical Development ◽  
Metacognitive Strategies ◽  
Point Of View ◽  
Metacognitive Awareness ◽  
Self Confidence ◽  
Self Knowledge ◽  
Knowledge Of Learners ◽  
Theoretical Overview

Abstract The aim of this study is to furnish a reliable theoretical overview on metacognitive awareness. This research is carried out to (1) familiarize the researchers with the definition, components and sub-components of metacognitive awareness (2) discuss a brief outline of metacognitive awareness along with its origin and essence from the point of view of its historical development (3) link metacognitive awareness to a number of other constructs, including motivation (4) illustrate the features of self-regulated students and their recruited metacognitive strategies and (5) briefly examine the major challenges in the implementation of metacognitive awareness. In conclusion, this research reveals that the analysis of metacognitive awareness and its components gives rise to a new notion of auto-noetic (self) knowledge of learners through planning, monitoring and reflectively evaluating task performance, and creates higher levels of self-efficacy which provides students with different educational contexts in which they are able to have more self-confidence, get more positive feedback both from an instructor and classmates and cultivate in learners more self-regulatory characteristics that enable them to learn autonomously, be completely equipped with motivation and be welcoming to challenges. The study provides benefits to both learners and educators. Learners can receive guidance on how to foster metacognitive awareness for being more competent learners. Furthermore, it provides meaningful insights for curriculum developers to provide metacognitive awareness-based curricula.

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