Memory, Metacognition, and Problem Solving - Essay Sample

Introduction

There is a good relationship between memory, metacognition, and problem-solving. This can be understood well by learning about cognition process and metacognition knowledge. Cognition is all about mental abilities and progression linked to knowledge whereby in it there is a memory, attention, problem-solving, decision making, reasoning, evaluation, and judgment. As for metacognition knowledge, it is all about acquiring knowledge of the cognition process. The acquired knowledge in metacognition is used to govern cognitive process on how to solve problems regarding certain learning strategies. Memory also plays a vital role as it is where all information regarding knowledge and thinking is being processed and stored. Thinking and knowledge help a lot when it comes to problem-solving. (In Fleming et al., 2014). The paper, thus, explores the contrast of declarative and implicit memories, the role of cognitive process in each type of memory. Also, it explores on metacognitive control and metacognitive monitoring on problem-solving.

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Declarative memories are the memory of realities and events while implicit memories are the memories of insensible memories of getting certain skills on how to do particular things. Consequently, declarative memories are more of conceptual knowledge in that: we gain an understanding of why particular things are the way they are and to know why certain routines are effective while others are not. However, for the case of implicit memory, it is different. Implicit memories are more of conditional knowledge because it provides information to us on how to overcome certain circumstances.

Also, for the case of declarative memory, it comprises information that is explicitly stored and can be retrieved. However, for the implicit memory, the information is acquired by the act of practice and repetition. Moreover, implicit memories are difficult to change because we do not need to learn things continuously, but we have to learn things once and for all like reading. A good example of implicit memories includes riding a bike and brushing your teeth. However, an example of declarative memories is different from ones of implicit memories; it includes things like remembering a place you visited last summer.

Despite the differences of implicit and explicit memories it can be reconciled in the light of metacognition. Metacognition plays a vital role because it monitors implicit and explicit memories and then goes ahead to control cognitive process. In the essence of monitoring implicit and explicit memories, metacognition can then reconcile them to work together. This is because metacognition is all about thinking and thinking critically. For example, while swimming, you can still remember the place you first do swimming. This act of swimming and remember has been brought together by metacognition. This is because swimming is an example of implicit memory whereas remembering the place is an example of declarative memory. However, they have been reconciling together to function at the same time.

Memory consists of three types that include a sensory register, short-term memory, and long term memory. Cognitive process plays a different role in each type of memory differently. In the sensory register, it is where the information stays for a short duration, time enough to undergoes first cognitive processes to transfer to short-term memory. After there the information is again processed for it transfers to long term memory. Also, in the sensory register, cognition helps people pay attention to information before being moved to short-term memory. Attention is necessary a lot because people are incapable of acquiring all information at once; thus they have to be selective.

Short term memory is a dwelling where a lot of thinking take place since processing of active information takes place there. Cognitive process plays a vital role in short-term memory in many ways such as organizing, retrieval, and rehearsal. Organizing helps to increase the amount of information that can be stored in short-term memory. Retrieval is a process scanning the information that was previously stored in the brain until the desired information is acquired. Rehearsal is simply keeping information to be always there by repeating it. (Dehn et al., 2013)

Long- term memory stores the information in long duration such as days, weeks, months and years. Cognitive process plays an important role in long-term memory such as encoding process, retention process, retrieval process, decoding process, and repetitive memory test process. In encoding, it permits the information kept in the brain to be changed into construction, which can easily be remembered from long -term memory. As for Retention is the actual step of storage of information in the long -term memory. Retrieval process assists in scanning the information previously stored in the long- term memory. In short, it is the act of getting information out of storage. Decoding process assists in the reconstruction of the information in the long-term memory. Finally, repetitive memory test helps people understand whether memorization succeeded or not by relating the recovered idea with the original idea. (MacLeod et al., 2017)

Implicit learning is the changes particularly in behavior based on the past knowledge in which the person has no reportable consciousness of such learning. Implicit learning extends in controlling the cognitive processing such as strategy selection. This is because strategy choice is inclined by experience and the person is often unaware of these inclinations. A good example of this is the ability of the person to walk properly without being able to describe the rules of mechanics the body follows for you to walk.

Metacognition is simply defined as thinking about thinking and helps a lot in problem-solving. Metacognition control and metacognition monitoring influence problem solving regarding performance. Problem -solving ability is seen as the most important human abilities because it helps in solving what we don't know. This kind of problem -solving skills is acquired through metacognition control and monitoring. As children grow they develop a basic form of metacognitive control and monitoring on how to solve the problem. An example of this is when a child seeks information regarding a certain task from knowledgeable adults rather than doing it wrong. Also, another example is when people start refraining question that they might answer incorrectly. This shows that metacognition monitoring and control helps people take charge of their learning by getting awareness and evaluation. (Blummer et al., 2014)

There are factors within memory and learning that despite influencing metacognitive control and metacognitive monitoring, it also influences problem-solving. These factors include intelligence, thoughts, and language among others. Intelligence is a good example of the cognitive process found within memory and acquired through learning. Intelligence helps in solving problems related to logics-mathematics and linguistics. Also, it can strengthen and manage the difficulties we face every day. (BJORKLUND et al., 2012)

The thought is another factor that is fundamental in problem- solving. When somebody thinks critically, then a solution regarding certain problems is found. Thoughts group ideas and any other element that comes in our mind thus helping us to reorganize our cognitive processes to reason well. Thoughts do not require shortcuts because this can lead to cognitive biases which are a deviation from the required reasoning. So someone has to think to solve problems critically. Cognitive processes regarding language are vital in learning to communicate successfully. Language is normally developed throughout our lifetime. However, the communication of each varies from one another. (Holyoak et al., 2012)

Conclusion

In conclusion, the relationship between memory, metacognition, and problem-solving exist. This is evident when we know that metacognition is all about learning and processing information. When individuals learn they gain knowledge which they can use to solve the problem they come across. We can use the metacognitive experience to gain metacognitive strategy, which is normally regarded as using cognitive activities to get a cognitive goal. A good example of this metacognitive strategy is to use self-questioning. Self -question assist a lot when it comes to the issue of problem-solving. As for memory, it is evidence that it helps us to solve problems by giving us knowledge. For instance, procedural knowledge found in the memory helps us to do things such as riding a bicycle. Also, it helps us tackle certain circumstances we come across in our daily lives such as how to stop a vehicle when certain objects come in front of us on roads. Finally, the conceptual knowledge found in memory, it helps us understand why things are the way they are.

References

BJORKLUND, D. A. V. I. D. F. (2012). Child & adolescent development: An integrated approach. BELMONT: WADSWORTH.

Blummer, B., & Kenton, J. M. (2014). Improving student information search: A metacognitive approach. Oxford, [Etc.: Chandos Publishing.

Dehn, M. J. (2013). Working memory and academic learning: Assessment and intervention. Hoboken, N.J: Wiley.

Holyoak, K. J., & Morrison, R. G. (2012). The Oxford Handbook of thinking and reasoning. Oxford [etc.: Oxford University Press.

In Fleming, S. M., & In Frith, C. D. (2014). The cognitive neuroscience of metacognition.

MacLeod, J., & the University of Glasgow, (2017). How social problem-solving, meta-cognition and autobiographical memory differ in negative subtypes of psychosis.