edpolicyОбразовательная политикаEducational Policy2078-838X2949-0987Российская академия народного хозяйства и государственной службы при Президенте Российской Федерации (РАНХиГС10.22394/2078-838X-2023-3-30-43edpolicy-83Research ArticleВИД СВЕРХУ. МЕТАКОГНИЦИЯTOP VIEW. METACOGNITIONМетапознание: проблемы и подходыMetacognition: issues and approachesФоминА. Е.FominA. E.

Андрей Евгеньевич Фомин, д. псих. н., профессор кафедры психологии развития и образования

Калуга, ул. Степана Разина, 26

Andrey E. Fomin, Ph.D. in Psychology, Professor of the Department of Developmental and Educational Psychology

26, Stepana Razina str., Moscow

fomin72-72@mail.ruФаликманМ. В.FalikmanM. V.

Мария Вячеславовна Фаликман, д. псих. н., старший научный сотрудник Лаборатории когнитивных исследований

Москва, пр. Вернадского, 82, 4 корп.

Maria V. Falikman, Ph.D. in Psychology, Senior Researcher

26, Stepana Razina str., Moscow

maria.falikman@gmail.comКалужский государственный университетРоссияKaluga State UniversityRussian FederationИОН РАНХиГСРоссияRANEPARussian Federation202308052026033043Copyright © Фомин А.Е., Фаликман М.В., 20262026Фомин А.Е., Фаликман М.В.Fomin A.E., Falikman M.V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://edpolicy.ranepa.ru/jour/article/view/83

В представленном ниже фрагменте монографии «Антропологический поворот: восхождение к сложности» описаны сложности выработки четкого определения метапознания, основные подходы к изучению метапознания, а также структура метапознания, включающая в себя метакогнитивные знания, метакогнитивные переживания, а также метакогнитивную регуляцию в решении когнитивных задач. Понятие о метакогнитивной регуляции подразумевает различные типы активности, направленной на внесение изменений, коррекции в содержание, динамику и временную организацию когнитивных функций. Также в данном фрагменте монографии дается представление о вариантах использования метакогнитивных исследований на практике, в том числе об их применении в юриспруденции, психологическом консультировании, медицине, решении социально-этических проблем образования.

The chapter describes some challenges in defining metacognition, the main approaches to metacognition, as well as the structure of metacognition, including metacognitive knowledge, metacognitive experiences, and metacognitive regulation. The concept of metacognitive regulation encompasses various activities aimed at making changes or corrections in the content, dynamics, and temporal organization of cognitive functions. This chapter also provides an overview of various applications of metacognition research, including psychological counseling, law, medicine, and education.

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The authors declare that there are no conflicts of interest present.