Metacognitive Problem-solving Research

Metacognition is often simply defined as "cognition about cognition". Although what exactly is metacognition is still unclear, now it is one of the "top topics" both in psychology and education.This paper consists of three sections. In the first section, the metacognitive research trend both international and domestic is described by exploring two databases: one is ERIC, the famous database on educational science in the world; the other is CNKI, a part of national knowledge infrastructure covering almost all articles published in domestic magazines from 1994 up to now. Based on the description, this paper aims at discussing some critical concepts of metacognition and the relation between metacogntion and problem solving both theoretically and empirically.The context of metacognition is introduced and discussed, including what metacognition exactly is, in what aspects it differs from cognition, what components it consists of, and how it relates with intelligence. The emphasis is paid to the definition and components of metacogntion. Much debate over the nature of metacognition is presented, and several different opinions on the components and the interactions between components of metacognition are discussed, domestic psychologists' contribution is also mentioned. The root of metacognition is tracked too, and the biological mechanism behind it as well, both are included to aid understanding what metacognition is.Research on The effects of metacognition on problem-solving is the core of this paper. The functioning of metacognitive knowledge and regulations in the four problem-solving processes advanced by Davidson and Sternberg is examined one by one, and some empirical studies ever done are presented to help making clear of the extend to which this area has been searched.In the second section, experiment on grade one junior-high-school students' ability to escape from mind set in solving Luchins's water jug problems and its' relation with their metacognitive level is demonstrated. Results show that: subjects with high metacognitive level exhibit high possibility of escaping from mind set; they may engage in the monitoring and regulating of their problem solving processes in the time when they reaching an impasse other than in real time, such case is thought as a more effective way in the allocation of cognitive resources; knowledge about problem solving have not effects may due to the well structure of the problem; hints can help subjects break away from set effects.In the third section, findings of the empirical study are summarized, and several issues are suggested for further research.