O treino de auto-instrução, uma via de acesso às estratégias metacognitivas

Abstract

Self-regulatory cognitive processes have been studied in order to understand how they affect the learning results and how they can be stimulated and developed in students. In this article we review the main characteristics of the self-instruction training, a clinical procedure first developed to promote self-control competencies. The application of this procedure to the development of the cognitive and metacognitive regulatory processes in students with learning problems soon followed. Second, we present some of the most well known metacognitive models that highlight the metacognitive components of the learning process. Last, we draw a parallel between the self-instruction procedures applied to solving learning problems and the goals of metacognition. We consider the first a privileged way of access to the goals of metacognition.