Metacognition and Human Performance Improvement

An understanding of the uses of meta-cognition provides a powerful tool toward developing quality and efficiency in task learning and performance. Metacognition is the executive controller of cognitive processes responsible both for self regulated learning and work performance outcomes. Comprehension monitoring and motivation are two prime components of metacognition which are responsible for commitment to, and definition of, goals, monitoring progress toward goals, and activating the appropriate thinking skills to achieve goals. Specific thinking skill categories of attention, organization, and elaboration are described with examples of how specific techniques in each category can optimize learning and job performance. Research on training of metacognitive skills through both detached and embedded skill-development programs is reviewed. In addition, ways to compensate for metacognitive skills when training is not cost-effective are described. The relationship between metacognitive skills and effective management of work performance is stressed.     

Surveying unstructured time of adults with mental retardation living in two community settings: A search for normalization

Abstract

We designed a survey to assess whether 40 randomly selected individuals, equally divided across two settings (ICF/MR, minigroup home), differed in the amounts of time spent in the community, the people with whom unstructured activities were performed, and the choice maker of unstructured activities performed in the community or in homes. Time spent in unstructured activities was divided into four subsets: performed by self, with a peer, with staff, and with family. An analysis of variance (ANOVA) indicated that individuals living in ICF/MR homes spent more time in the community with staff and made fewer choices of their unstructured activities than those living in minigroup homes. The analyses also indicated that for those retaining their own legal guardianship and living in ICF/MR homes continued to spend less time in activities they chose themselves. Of those variables reaching statistical significance, we questioned meaningful interpretations based on alternative interpretations of the raw data.     

IS RELIGION SUFFICIENT?

Is religion as we interpret, teach and practice it today capable of motivating life? Can religion qualify or control conduct and so shape character? In common with lower forms of life, we respond to the drive of hunger, to the desire for a mate, to the compulsion of fear and anger, to the urge to live and to defend our lives. These motivations are all very simple and direct. They spring from nature's demand that the race shall not end, but shall go on.

But is there another source of motivation‐‐call it a higher source if you wil‐‐which is able to condition these more primitive and subjective drives and cause men to act with reference to values outside themselves? Is there a source of constraint capable of making men serve ideal ends? And is religion this source, has it this power over men?