Do you think metacognition is important to interpreters?
According Wikipedia “Metacognition is defined as "cognition about cognition", or "knowing about knowing". It comes from the root word "meta", meaning beyond. It can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem solving. There are generally two components of metacognition: knowledge about cognition, and regulation of cognition.”
This higher-level cognition was given the label metacognition by American developmental psychologist John Flavell (1979).
Due to the fact that metacognition refers to the processes used to plan, monitor, and assess one’s understanding and performance it is recognised as a useful tool for the interpreter to identify one’s weaknesses and capabilities. These processes also help to regulate and oversee learning, and consist of planning and monitoring cognitive activities, as well as checking the outcomes of those activities. Metacognition also includes knowing how to perform an active and intelligent listening process and how to use various types of memory which is crucial for every interpreter to establish and maintain effective communication between parties.
Metacognition, a type of reflection, is a way of thinking about one’s thinking in order to grow.(G.Morris). Therefore, these complex processes are inseparable from interpreter’s Continuing Professional Development (CPD) which is the systematic maintenance, improvement and broadening of knowledge and skills.
According most recent general theory and study cases on the subject (Kitchener 1983; Kuhn and Weinstock 2002; diSessa et al. 2003; Hofer, 2004; Mason, Boldin & Ariasi, 2010) metacognition is the competence to know, reflect upon and self- regulate and control our own cognition process, as individuals during the development of the various kinds of human activity. According to this idea, metacognition is seminal as a tool for the interpreting process, as well as for the interpreter as an individualized professional,
This higher-level cognition was given the label metacognition by American developmental psychologist John Flavell (1979).
Due to the fact that metacognition refers to the processes used to plan, monitor, and assess one’s understanding and performance it is recognised as a useful tool for the interpreter to identify one’s weaknesses and capabilities. These processes also help to regulate and oversee learning, and consist of planning and monitoring cognitive activities, as well as checking the outcomes of those activities. Metacognition also includes knowing how to perform an active and intelligent listening process and how to use various types of memory which is crucial for every interpreter to establish and maintain effective communication between parties.
Metacognition, a type of reflection, is a way of thinking about one’s thinking in order to grow.(G.Morris). Therefore, these complex processes are inseparable from interpreter’s Continuing Professional Development (CPD) which is the systematic maintenance, improvement and broadening of knowledge and skills.
According most recent general theory and study cases on the subject (Kitchener 1983; Kuhn and Weinstock 2002; diSessa et al. 2003; Hofer, 2004; Mason, Boldin & Ariasi, 2010) metacognition is the competence to know, reflect upon and self- regulate and control our own cognition process, as individuals during the development of the various kinds of human activity. According to this idea, metacognition is seminal as a tool for the interpreting process, as well as for the interpreter as an individualized professional,