Authors
- Mantsulich Valeria V.
Annotation
The article considers cognitive psychology as one of the central branches in modern psychological science. The paper provides brief information about the emergence of this industry, as well as the contribution of domestic scientists to its development. The analysis of domestic and foreign studies aimed at understanding the concepts
of “cognitive abilities” and “metacognitive abilities” is presented. The structure of metacognitive abilities is analyzed. Two polar approaches to the emergence and development of metacognitive abilities are presented. The article raises the problem of the development of metacognitive abilities of older preschool children. Cognitive psychology is a branch of psychology that studies cognitive processes. Cognitive development of personality is one of the most urgent problems in psychological and pedagogical science. One of the main concepts in cognitive psychology is the concept of “cognitive abilities”. In psychology, there is no single approach to the definition of the concept of “cognitive abilities” and to their structure. In general, cognitive abilities are interpreted as abilities in cognition (cognition as activity). In the structure of cognitive abilities, metacognitive abilities are singled out — these are certain knowledge of the subject about the process of thinking and cognition in general, as well as control and regulation of this process using different cognitive strategies and styles. The level of development of metacognitive abilities determines the content, course, effectiveness of cognitive activity and the presence of metacognitive competence. However, at the present stage of development of science, there are two opposing views
on the formation and development of human metacognitive abilities, there is a contradictory position on the age limits of their occurrence and development. Consequently, metacognitive abilities currently remain the most relevant, but the least studied component of cognitive abilities.
How to link insert
Mantsulich, V. V. (2022). THE HISTORY OF THE COGNITIVE PSYCHOLOGY FORMATION AND THE DEVELOPMENT OF VIEWS ON THE PROBLEM OF A PERSON’S COGNITIVE AND METACOGNITIVE ABILITIES Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 16(4), 90. https://doi.org/10.25688/2076-9121.2022.16.4.05
References
1.
1. Solso, R. (2006). Cognitive psychology. St. Petersburg: Peter. https://www.elibrary.ru/item.asp?id=20085383. (In Russ.).
2.
2. Druzhinin, V. N. (2019). Psychology of general abilities: textbook for bachelor’s, specialist’s and master’s degrees. Moscow: Yurayt. https://urait.ru/book/psihologiya-obschih-sposobnostey-427496. (In Russ.).
3.
3. Shadrikov, V. D. (2004). Human abilities and intelligence. Moscow: Publishing House of the Modern Humanitarian University. (In Russ.). https://www.elibrary.ru/item.asp?id=19492344
4.
4. Kholodnaya, M. A. (2019). Psychology of intelligence. Research paradoxes. Textbook for undergraduate and graduate students. Moscow: Yurayt. (In Russ.). https://urait.ru/book/psihologiya-intellekta-paradoksy-issledovaniya-422937
5.
5. Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American psychologist, 34(10), 906–911. http://dx.doi.org/10.1037/0003-066X.34.10.906
6.
6. Schraw, G., & Moshman, D. (1995). Metacognitive Theories. Educational Psychology Review, 7(4), 351–371. https://doi.org/10.1007/BF02212307
7.
7. Peshekhonova, Yu. V., & Karpov, A. V. (2014). Motivational and volitional features of metacognition of university students. Izvestia DSPU. Psychological and pedagogical sciences, 4 (29), 31–36. (In Russ.). https://cyberleninka.ru/article/n/motivatsionnye-ivolevye-osobennosti-metapoznaniya-studentov-vuza
8.
8. Chernokova, T. E. (2009). On the possibilities of development of metacognitive functions in preschool children from the point of view of cultural and historical psychology. Cultural-Historical Psychology, 4, 70–75. (In Russ.). https://psyjournals.ru/kip/2009/n4/27001.shtml
9.
9. Chernokova, T. E. (2015). Metacognition of preschoolers: discussion questions. Science Time, 8(20), 246–252. (In Russ.). https://www.elibrary.ru/item.asp?id=24166141
10.
10. Sipovskaya, Ya. I. (2015). Metacognitive structure of intellectual competence in older adolescence. Siberian Psychological Journal (SPJ), 58, 67–87. (In Russ.). https://www.elibrary.ru/item.asp?id=25031850
11.
11. Platonova, Yu. A., Tikhonov, S. V., Ignatius, G. P. G. (2018). Intelligence management: problems of the development of the learner’s metacognitive abilities throughout life. The Digital Scholar Philosophers Lab, 1, 50–66. (In Russ.). https://www.elibrary.ru/item.asp?id=35155963
12.
12. Shcherbakova, O. V. (2011). Metacognitive regulation of intellectual activity. Nonlinear dynamics in cognitive research – 2011. Proceedings of the international conference (pp. 235–237). Nizhny Novgorod: IAP RAN. (In Russ.). https://www.academia.edu/Метакогнитивная_регуляция_интеллектуальной_деятельности
13.
13. Verbitsky, A. A., & Kofeynikova, Yu. L. (2017). The problem of the formation of student metacognitions in contextual education. Pedagogy and Educational Psychology, 4, 118–130. (In Russ.). https://www.elibrary.ru/item.asp?id=32231930
14.
14. Samoilichenko, A. K. (2017). Existential Fulfillment and Metacognitive Abilities as a Psychological Resource for Educational and Professional Activities of Higher Professional Education Students (on the Example of Economics Students). Research Azimuth: Pedagogy and Psychology, 4(21), 364–367. (In Russ.). https://www.elibrary.ru/item.asp?id=32283636
15.
15. Newcomb, N. (2002). Development of the child’s personality. St. Petersburg: Peter. (In Russ.). https://rusneb.ru/catalog/000199_000009_000754891/
16.
16. Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9), art. e04192. http://dx.doi.org/10.1016/j.heliyon.2020.e04192
17.
17. Yang, C, & Bai, L. (2019). The use of metacognitive strategies by Chinese PhD students of social sciences in Australian universities. International Journal of Education Research, 97, 43–52. https://doi.org/10.1016/j.ijer.2019.06.007
18.
18. Popandopulo, A., Fominykh, N., Kudesheva, A. (2021). RETRACTED: Do educators need metacognitive skills in today’s educational environment? Thinking Skills and Creativity. https://www.sciencedirect.com/science/article/pii/S1871187121000936#:~:text=In%20order%20to%20teach%20students,develop%20and%20apply%20metacognitive%20strategies; http://dx.doi.org/10.1016/j.tsc.2021.100878
19.
19. Savenkov, A. I., Romanova, M. A., & Smirnova, P. V. (2022). Development of metacognitive competencies of students in the process of constructing mathematical problems for younger students. Acta Biomedica Scientifica (East Siberian Biomedical Journal), 7(2), 223–232. (In Russ.). https://www.elibrary.ru/item.asp?id=48510816
20.
20. Postavnev, V. M., Postavneva, I. V., Dvoinin, A. M., & Romanova, M. A. (2020). General and particular cognitive abilities as predictors of a child’s academic success in the early stages of education. Bulletin of the Moscow City Pedagogical University. Series: Pedagogy and Psychology, 4 (54), 64–73. (In Russ.). https://www.elibrary.ru/item.asp?id=44422060
21.
21. Dvoinin, A. M., Savenkov, A. I., Postavnev, V. M., & Trotskaya, E. S. (2020). Cognitive predictors of academic success in preschool and primary school children. Questions of Psychology, 6, 106–116. (In Russ.). https://www.elibrary.ru/item.asp?id=46530249
22.
22. Purpura, D. J, & Schmitt, S. A. (2019). Cross-domain development of early academic and cognitive skills. Early Childhood Research Quarterly, 46, 1–4. https://doi.org/10.1016/j.ecresq.2018.10.009
23.
23. Savenkov, A. I., Karpova, S. I., & Sukhova, E. I. (2018). Model of development of children’s giftedness in the Russian education system. Psychology (Savannah, Ga.), 55 (2), 74–84. https://www.researchgate.net/publication/331497658_Model_of_development_of_children’s_giftedness_in_the_Russian_education_system
24.
24. Smirnova, P. V. (2020). Development of metacognitive skills of younger schoolchildren in the course of project-based research training. Psychology of Giftedness and Creativity. Collection of Scientific Papers of the II International Scientific and Practical Online Conference, Moscow, November 27, 2020 (pp. 160–163). Moscow. (In Russ.). https://www.elibrary.ru/item.asp?id=44654770
25.
25. Song, J. H. H, Loyal, S., & Lond, B. (2021). Metacognitive Awareness Scale, Domain Specific (MCAS-DS): Assessing Metacognitive Awareness During Raven’s Progressive Matrices. Front. Psychol, 11, 607577. http://dx.doi.org/10.3389/fpsyg.2020.607577
26.
26. Agnoli, S., Mancini, G., Pozzoli, T., Baldaro, B., Russo, P. M., & Surcinelli, P. (2012). The interaction between emotional intelligence and cognitive ability in predicting scholastic performance in school-aged children. Personality and Individual Differences, 53 (5), 660–665. http://dx.doi.org/10.1016/j.paid.2012.05.020