Pensar la Historia con el Deseo: Metacognición, Motivación y Comprensión Histórica
Wishful Thinking about History: Metacognition, Motivation, and Historical Thinking
Pensar a História com Desejo: Metacognição, Motivação e Compreensão Histórica
Keywords:
actitudes políticas, aprendizaje, cognición, comprensión histórica, metacognición, motivación. (es)cognition, historical understanding, learning, metacognition, motivation, political attitudes. (en)
aprendizagem, atitudes políticas, cognição, compreensão histórica, metacognição, motivação. (pt)
Downloads
Los mecanismos metacognitivos son un componente esencial de los procesos de enseñanza y aprendizaje en todas las disciplinas, porque permiten a los aprendices monitorear el conocimiento adquirido, implementar las estrategias más óptimas para resolver tareas específicas y evaluar los resultados de las actividades realizadas. Sin embargo, la investigación reciente en el campo de la cognición motivada ha evidenciado que el funcionamiento metacognitivo puede estar sesgado por factores motivacionales asociados a creencias o metas individuales. En la presente revisión, se propone que los procesos metacognitivos implicados en la comprensión histórica son especialmente propensos a este tipo de influencias motivacionales, en virtud de sus características epistémicas y de sus implicaciones sociales. Esta tesis se apoya en evidencia empírica que sugiere que los compromisos ideológicos e identitarios relacionados con las narrativas históricas pueden afectar la manera en que aprendices y expertos monitorean la calidad de su comprensión y controlan la aplicación de su conocimiento estratégico al evaluar información histórica.
Cómo citar este artículo:
Gaviria, C. (2019). Pensar la historia con el deseo: metacognición, motivación y comprensión histórica. Revista Colombiana de Psicología, 28, 147-163. https://doi.org/10.15446/rcp.v28n1.70763
Metacognitive mechanisms are an essential component of teaching and learning processes in every discipline, because they make it possible for learners to monitor the knowledge acquired, implement optimal strategies to solve specific tasks, and assess the results of the activities carried out. Nevertheless, recent research in the field of motivated cognition has evinced that metacognitive functioning might be biased by motivational factors associated with individual beliefs or goals. This revision proposes that the metacognitive processes involved in historical understanding are especially susceptible to this type of motivational influence, by virtue of its epistemic characteristics and its social implications. This thesis is grounded in empirical evidence suggesting that ideological and identity commitments related to historical narratives can affect the way learners and experts monitor the quality of their understanding and control the application of their strategic knowledge when evaluating historical information.
How to cite this article:
Gaviria, C. (2019). Thinking History through Desire: Metacognition, Motivation, and Historical Understanding. Revista Colombiana de Psicología, 28, 147-163. https://doi.org/10.15446/rcp.v28n1.70763
Os mecanismos metacognitivos são um componente essencial dos processos de ensino e aprendizagem em todas as disciplinas, pois permitem que os alunos monitorem os conhecimentos adquiridos, implementem as estratégias mais adequadas para resolver tarefas específicas e avaliem os resultados das atividades realizadas. No entanto, pesquisas recentes no campo da cognição motivada mostraram que o funcionamento metacognitivo pode ser influenciado por fatores motivacionais associados a crenças ou objetivos individuais. Na presente revisão, propõe-se que os processos metacognitivos envolvidos na compreensão histórica são especialmente propensos a esse tipo de influências motivacionais,
em virtude de suas características epistêmicas e de suas implicações sociais. Esta tese é baseada em evidências empíricas que sugerem que compromissos ideológicos e identitários relacionados a narrativas históricas podem afetar a maneira como as pessoas que estão em processo de aprendizagem e os especialistas monitoram a qualidade de sua compreensão e controlam a aplicação de seus conhecimentos estratégicos ao avaliar informações históricas.
Downloads
References
Alexander, P. A., Winters, F., Dinsmore, D. L., & Parkinson, M. (2011). The role of domain knowledge in self-regulated learning. En B. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 393-407). Nueva York: Routledge.
Alridge, D. P. (2006). The limits of master narratives in history textbooks: An analysis of representations of Martin Luther King, Jr. Teachers College Record, 108, 662-686.
Arango-Muñoz, S. (2011). Two levels of metacognition. Philosophia, 39, 71-82. https://doi.org/10.1007/s11406-010-9279-0
Atir, S., Rosenzweig, E., & Dunning D. (2015). When knowledge knows no bounds: Self-perceived expertise predicts claims of impossible knowledge. Psychological Science, 26, 1295-1303. https://doi.org/10.1177/0956797615588195
Barton, K. C. (2012). Agency, choice and historical action: How history teaching can help students think about democratic decision making. Citizenship Teaching and Learning, 7, 131-142. https://doi.org/10.1386/ctl.7.2.131_1
Baten, E., Praet, M., & Desoete, A. (2017). The relevance and efficacy of metacognition for instructional design in the domain of mathematics. ZDM Mathematics Education, 49, 613-623. https://doi.org/10.1007/s11858-017-0851-y
Bjork, R. A., Dunslosky, J., & Kornell, N. (2013). Self-regulated learning: beliefs, techniques and illusions. Annual Review of Psychology, 64, 417-444. https://doi.org/10.1146/annurev-psych-113011-143823
Carr, E. W. (1961). What is history? Nueva York: Random House.
Carretero, M. (2017). The teaching of recent and violent conflicts as challenges for history education. En C. Psaltis, M. Carretero, & S. Cehajic-Clancy (Eds.), History education and conflict transformation (pp. 341-377). https://doi.org/10.1007/978-3-319-54681-0_14
Carretero, M., Castorina, J. A., & Levinas, L. (2013). Conceptual change and historical narratives about the nation: A theoretical and empirical approach. En S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 269-287). Londres : Routledge.
Collingwood, R. G. (1946). The idea of history. Oxford, Reino Unido: Clarendon Press.
Comisión Histórica del Conflicto y sus Víctimas (2015). Contribución al entendimiento del conflicto armado en Colombia. Recuperado de: http://www.altocomisionadoparalapaz.gov.co/mesadeconversaciones/PDF/Informe%20Comisi_n%20Hist_rica%20del%20Conflicto%20y%20sus%20V_ctimas.%20La%20Habana%2C%20Febrero%20de%202015.pdf
Costermans, J., Lories, G., & Ansay, C. (1992). Confidence level and feeling of knowing in question answering: The weight of inferential processes. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 142-150. https://doi.org/10.1037/0278-7393.18.1.142
De Bruin, A. B. H., & Van Gog, T. (2012). Improving self-monitoring and self-regulation: From cognitive psychology to the classroom. Learning and Instruction, 22, 245-252. https://doi.org/10.1016/j.learninstruc.2012.01.003
De Carvalho Filho, M. K., & Yuzawa, M. (2001). The effect of social influences and general metacognitive knowledge on metamemory judgments. Contemporary Educational Psychology, 26, 571-587. https://doi.org/10.1006/ceps.2000.1077
De Zubiría, S. (2015). Dimensiones políticas y culturales en el conflicto colombiano. En Comisión Histórica del Conflicto y sus Víctimas (CHCV). Contribución al entendimiento del conflicto armado en Colombia (pp. 194-247). Recuperado de: http://www.altocomisionadoparalapaz.gov.co/mesadeconversaciones/PDF/Informe%20Comisi_n%20Hist_rica%20del%20Conflicto%20y%20sus%20V_ctimas.%20La%20Habana%2C%20Febrero%20de%202015.pdf
Dimmitt, C., & McCormick, C. B. (2012). Metacognition in education. En K. R. Harris, S. Graham, & T. Urdan (Eds.), APA Educational psychology handbook, vol. 1 (pp. 157-187). Washington, D. C.: APA.
Duncan, G. (2015). Exclusión, insurrección y crimen. En Comisión Histórica del Conflicto y sus Víctimas (CHCV). Contribución al entendimiento del conflicto armado en Colombia (pp. 248-289). Recuperado de: http://www.altocomisionadoparalapaz.gov.co/mesadeconversaciones/PDF/Informe%20Comisi_n%20Hist_rica%20del%20Conflicto%20y%20sus%20V_ctimas.%20La%20Habana%2C%20Febrero%20de%202015.pdf
Dunlosky, J., & Thiede, K. W. (2013). Four cornerstones of calibration research: Why understanding, students’ judgments can improve their achievement. Learning and Instruction, 24, 58-61. https://doi.org/10.1016/j.learninstruc.2012.05.002
Dunning D. (2011). The Dunning-Kruger effect: On being ignorant of one’s own ignorance. Advances in Experimental Social Psychology, 44, 247-296. https://doi.org/10.1016/b978-0-12-385522-0.00005-6
Dunning, D. (2015). Motivated cognition in self and social thought. En M. Mikulincer, & P. Shaver (Eds.), APA Handbook of personality and social psychology, Vol. 1 (pp. 777-804), Washington, D. C.: APA.
Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13, 277-287. https://doi.org/10.1027/1016-9040.13.4.277
Ellis, A. K., Denton, D. W., & Bond, J. D. (2014). An analysis of research on metacognitive teaching strategies. Procedia: Social Behavioral Sciences, 116, 4015-4024. https://doi.org/10.1016/j.sbspro.2014.01.883
El Nuevo Siglo. (2016). “Piden difundir trabajo de la comisión histórica”. El Nuevo Siglo, julio 22. Recuperado de: http://www.elnuevosiglo.com.co/articulos/07-2016-piden-difundir-trabajo-de-la-comision-historica-del-conflicto
Epley, N., & Gilovich, T. (2016). The mechanics of motivated reasoning. Journal of Economics Perspectives, 30, 133-140. https://doi.org/10.1257/jep.30.3.133
Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: Verbal reports as data. Cambridge, Reino Unido: MIT Press.
Estrada-Álvarez, J. (2015). Acumulación capitalista, dominación de clase y rebelión armada: elementos para interpretación histórica del conflicto social y armado. En Comisión Histórica del Conflicto y sus Víctimas (CHCV). Contribución al entendimiento del conflicto armado en Colombia (pp. 290-351). Recuperado de: http://www.altocomisionadoparalapaz.gov.co/mesadeconversaciones/PDF/Informe%20Comisi_n%20Hist_rica%20del%20Conflicto%20y%20sus%20V_ctimas.%20La%20Habana%2C%20Febrero%20de%202015.pdf
Fernbach, P. M., Rogers, T., Fox, C. R., & Sloman, S. A. (2013). Political extremism is supported by an illusion of understanding. Psychological Science, 24, 939-946. https://doi.org/10.1177/0956797612464058
Fernbach, P. M., Sloman, S. A., St. Louis, R., & Shube, J. N. (2013). Explanation fiends and foes: How mechanistic detail determines understanding and preference. Journal of Consumer Research, 39, 1115-1131. https://doi.org/10.1086/667782
Festinger, L. (1957). A theory of cognitive dissonance. Stanford, EUA: Stanford University Press.
Fisher, M., & Keil, F. C. (2014). The illusion of argument justification. Journal of Experimental Psychology: General, 143, 425-433. https://doi.org/10.1037/a0032234
Fisher, M., & Keil, F. C. (2016). The curse of expertise: When more knowledge leads to miscalibrated explanatory insight. Cognitive Science, 40, 1251-1269. https://doi.org/10.1111/cogs.12280
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911. https://doi.org/10.1037/0003-066X.34.10.906
Galvis-Ramírez, N., Baracaldo-Orjuela, O. D., García-Sánchez, M., & Barragán-Lizarazo, C. (2017). Barómetro de las Américas Colombia: paz, posconflicto y reconciliación. Bogotá: Universidad de los Andes. Recuperado de: https://obsdemocracia.org/uploads/related_file/Informe_Paz_2016.pdf
Gaviria, C., Corredor, J., & Zuluaga-Rendón, Z. (2017). “If it matters, I can explain it”: Social desirability of knowledge increases the illusion of explanatory depth. Proceedings of the 39th Annual Meeting Cognitive Science Society (pp. 2073-2078). Austin, EUA: Cognitive Science Society.
Glenberg, A. M., Sanocki, T., Epstein, W., & Morris, C. (1987). Enhancing calibration of comprehension. Journal of Experimental Psychology: General, 116, 119-136. https://doi.org/10.1037/0096-3445.116.2.119
Gómez, C. J., Ortuño, J., & Molina, S. (2014). Aprender a pensar históricamente. Retos para la historia en el siglo XXI. Tempo e Argumento, 6, 5-27. https://doi.org/10.5965/2175180306112014005
Gottlieb, E., & Wineburg, S. (2012). Between veritas and communitas: Epistemic switching in the reading of academic and sacred history. Journal of Learning Sciences, 21, 84-129. https://doi.org/10.1080/10508406.2011.582376
Greene, J. A., Bolick, C. M., & Robertson, J. (2010). Fostering historical knowledge and thinking skills using hypermedia learning environments: the role of self-regulated learning. Computers & Education, 54, 230-243. https://doi.org/10.1016/j.compedu.2009.08.006
Grotzer, T., & Mittlefehldt, S. (2012). The role of metacognition in students’ understanding and transfer of explanatory structures in science. En A. Zohar, & Y. J. Dori (Eds.), Metacognition in science education: Trends in current research (pp. 79-99). Dordrecht, Países Bajos: Springer.
Harris, K. B., Graham, S. Brindle, M., & Sandmel, K. (2009). Metacognition and children’s writing. En D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 131-153). Nueva York: Routledge.
Kahan, D. M. (2013). Ideology, motivation and cognitive reflection: An experimental study. Judgement and Decision Making, 8, 407-424. https://doi.org/10.2139/ssrn.2182588
Kahan, D. M. (2017). The expressive rationality of inaccurate perceptions. Behavioral and Brain Sciences, 40. https://doi.org/10.1017/S0140525X15002332
Kahan, D. M., Braman, D., Gastil, J., Slovic, P., & Mertz, C. K. (2007). Culture and identity-protective cognition: Explaining the white-male effect in risk perception. Journal of Empirical Legal Studies, 4, 565-505. https://doi.org/10.1111/j.1740-1461.2007.00097.x
Kahneman, D. (2003). Maps of bounded rationality: Psychology for behavioral economics. The American Economic Review, 93, 1449-1475. https://doi.org/10.1257/000282803322655392
Kintsch W. (1998). Comprehension: A paradigm for cognition. Nueva York: Cambridge University Press.
Koriat, A. (1997). Monitoring one’s own knowledge during study: A cue-utilization approach to judgments of learning. Journal of Experimental Psychology: General, 126, 349-370. https://doi.org/10.1037/0096-3445.126.4.349
Koriat, A. (2012). The subjective confidence in one’s knowledge and judgments: some metatheoretical considerations. En M. Beran, J. L. Brandl, J. Perner, & J. Proust (Eds.), The foundations of metacognition (pp. 213-233). Oxford, Reino Unido: Oxford University Press.
Koriat, A. (2015). Metacognition: Decision-making processes in self-monitoring and self-regulation. En G. Keren & G. Wu (Eds.), The Wiley-Blackwell handbook of metamemory (pp. 127-147). Nueva York: Oxford University Press.
Koriat, A., Bjork, R. A., Sheffer, L., & Bar, S. K. (2004). Predicting one’s own forgetting: The role of experience-based and theory-based processes. Journal of Experimental Psychology: General, 133, 643-656. https://doi.org/10.1037/0096-3445.133.4.643
Kramarski, B., & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and metacognitive training. American Educational Research Journal, 40, 281-310. https://doi.org/10.3102/00028312040001281
Kunda, Z. (1990). The case for motivated reasoning. Psychological Bulletin, 108, 480-498. https://doi.org/10.1037/0033-2909.108.3.480
Leighton, J. P. (2017). Using think-aloud interviews and cognitive labs in educational research. Nueva York: Oxford University Press.
Levesque, S. (2008). Thinking historically: Educating students in the 21st century. Toronto: University of Toronto Press.
Ley 1874. Diario Oficial de la República de Colombia, 27 de diciembre de 2017.
Liu, J. H., Sibley, C. G., & Huang, L. L. (2014). History matters: Effects of culture-specific symbols on political attitudes and intergroup relations. Political Psychology, 35, 57-79. https://doi.org/10.1111/pops.12027
Lodge, M., & Taber, C. S. (2005). The automaticity of affect for political leaders, groups, and issues: An experimental test of the hot cognition hypothesis. Political Psychology, 26, 455-482. https://doi.org/10.1111/j.1467-9221.2005.00426.x
Lusk, A. (2016). Metacognitive strategies in the introduction to political science classroom. Journal of Political Science Education, 12, 141-150. https://doi.org/10.1080/15512169.2015.1060888
Marshall, M. C., & Ishiyama, J. (2016). Does political inclusion of rebel parties promote peace after civil conflict? Democratization, 23, 1009-1025. https://doi.org/10.1080/13510347.2016.1192606
Meijer, J., Veenman, M. V. J., & van Hout-Wolters, B. H. A. M. (2006). Metacognitive activities in text-studying and problem-solving: Development of a taxonomy. Educational Research and Evaluation, 12, 209-237. https://doi.org/10.1080/13803610500479991
Metcalfe, J. (2009). Metacognitive judgments and control of study. Current Directions in Psychological Science, 18, 159-163. https://doi.org/10.1111/j.1467-8721.2009.01628.x
Molden, D. C., & Higgins, E. T. (2005). Motivated thinking. En K. Holyoak & R. G. Morrison (Eds.), Cambridge handbook of thinking and reasoning (pp. 295-317). Nueva York: Cambridge University Press.
Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. En G. H. Bower (Ed.), The Psychology of Learning and Motivation (pp. 1-45). Nueva York: Academic Press.
Nickerson, R. (1998). Confirmation bias: A ubiquitous phenomenon in many guises. Review of General Psychology, 2, 175-220. https://doi.org/10.1037/1089-2680.2.2.175
Nyhan, B., & Neifler, J. (2010). When corrections fail: The persistence of political misperceptions. Political Behavior, 32, 303-330. https://doi.org/10.1007/s11109-010-9112-2
Ochoa-Angrino, S., & Aragón-Espinosa, L. (2005). Comprensión lectora y funcionamiento metacognitivo en estudiantes universitarios. Universitas Psychologica, 4, 179-196.
Ortiz-Palacios, I. D. (2009). El genocidio político de la Unión Patriótica: Acercamiento metodológico para recuperar la historia de las víctimas. Bogotá: Universidad Nacional de Colombia.
Páez, D., Bobowik, M., & Liu, J. (2017). Social representations concepts of the past and competences in history education. En M. Carretero, S. Berger, & M. Grever (Eds.), Palgrave handbook of research in historical culture and education (pp. 491-510). Basingstoke, Reino Unido: Palgrave.
Petty, R. E., & Cacioppo, J. T. (1986). The Elaboration Likelihood Model of persuasion. En L. Berkowitz (Ed.), Advances in experimental social psychology, 19, 123-205. Nueva York: Academic Press.
Poitras, E. G., & Lajoie, S. P. (2013). A domain-specific account of self-regulated learning: The cognitive and metacognitive activities involved in learning through historical inquiry. Metacognition and Learning, 8, 213-234. https://doi.org/10.1007/s11409-013-9104-9
Reder, L. M., & Ritter, F. E. (1992). What determines initial feeling of knowing? Familiarity with questions terms, not with the answer. Journal of Experimental Psychology: Learning, Memory and Cognition, 18, 435-451. https://doi.org/10.1037/0278-7393.18.3.435
Redlawsk, D. P. (2002). Hot cognition or cool consideration? Testing the effects of motivated reasoning on political decision making. Journal of Politics, 64, 1021-1044. https://doi.org/10.1111/1468-2508.00161
Rozenblit, L., & Keil, F. (2002). The misunderstood limits of folk science: An illusion of explanatory depth. Cognitive Science, 92, 1-42. https://doi.org/10.1207/s15516709cog2605_1
Rüsen, J. (2002). Introduction: Historical thinking as intercultural discourse. En J. Rüsen (Ed.). Western historical thinking: An intercultural debate (pp. 1-11). Londres : Berghahn Books.
Serra, M. J., & Metcalfe, J. (2009). Effective implementation of metacognition. En D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition and education (pp. 278-298). Nueva York: Routledge.
Seixas, P. (2015). A model of historical thinking. Educational Philosophy and Theory, 49, 593-605. https://doi.org/10.1080/00131857.2015.1101363
Shreiner, T. L. (2014). Using historical knowledge to reason about contemporary political issues: An expert-novice study. Cognition and Instruction, 32, 313-352. https://doi.org/10.1080/07370008.2014.948680
Sloman, S., & Rabb, N. (2016). Your understanding is my understanding: Evidence for a community of knowledge. Psychological Science, 27, 1451-1460. https://doi.org/10.1177/0956797616662271
Soderstrom, N. C., & McCabe, D. P. (2011). The interplay between value and relatedness as bases for metacognitive monitoring and control: Evidence for agenda based-monitoring. Journal of Experimental Psychology: Learning, Memory and Cognition, 37, 1236-124. https://doi.org/10.1037/a0023548
Sosa, F. M., Delfino, G. I., Bobowik, M., & Zubieta, E. M. (2016). Representaciones sociales de la historia universal: posicionamientos diferenciales en función de la ideología política, religiosidad y nacionalismo en una muestra argentina. Revista Colombiana de Psicología, 27, 47-62. https://doi.org/10.15446/rcp.v25n1.45494.
Stoel, G. L., van Drie, J. P., & van Boxtel, C. A. M. (2015). Teaching towards historical expertise: developing a pedagogy for fostering causal reasoning in history. Journal of Curriculum Studies, 47, 49-76. https://doi.org/10.1080/00220272.2014.968212
Tetlock, P. E. (1999). Theory-driven reasoning about plausible pasts and probable features in world politics: Are we prisoners of our preconceptions? American Journal of Political Science, 43, 335-366.
Thiede, K. W., Griffin, T. D., Wiley, J., & Redford, J. S. (2009). Metacognitive monitoring during and after reading. En D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition and education (pp. 85-106). Nueva York: Routledge.
van Boxtel, C., & van Drie, J. (2017). Engaging students in historical reasoning: The need for dialogic history education. En M. Carretero, S. Berger, & M. Grever (Eds.), Palgrave handbook of research in historical culture and education (pp. 573-589). Basingstoke, Reino Unido: Palgrave.
van Drie, J., & van Boxtel, C. (2008). Historical reasoning: Towards a framework for analyzing students’ reasoning about the past. Educational Psychology Review, 20, 87-110. https://doi.org/10.1007/s10648-007-9056-1
VanSledright, B., & Limón, M. (2006). Learning and teaching social studies: A review of cognitive research in history and geography. En P. A. Alexander, & P. H. Winne (Eds.), Handbook of educational psychology (pp. 545-570). Londres: Routledge.
Veenman, M. V. J. (2012). Metacognition in science education: Definitions, constituents, and their intricate relation with cognition. En A. Zohar, & Y. J. Dori, (Eds.), Metacognition in science education: Trends in current research (pp. 21-36). Dordrecht, Países Bajos: Springer.
Voss, J. F., & Wiley, J. (2006). Expertise in History. En K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 569-584). Nueva York: Cambridge University Press.
Wagner, B. C., Briñol, P., & Petty, R. E. (2012). Dimensions of metacognitive judgment: Implications for attitude change. En P. Briñol, & K. G. DeMarree (Eds.), Social metacognition (pp. 43-61). Nueva York: Psychology Press.
Wertsch, J. V. (2002). Voices of collective remembering. Cambridge, EUA: Cambridge University Press.
Wertsch, J. V., & Karumidze, Z. (2009). Spinning the past: Russian and Georgian accounts of the war of August 2008. Memory Studies, 2, 377-391. https://doi.org/10.1177/1750698008337566
White, M. G. (1942). Historical explanation. Mind, 52, 212-229.
White, B., Frederiksen, J., & Collins, A. (2009). The interplay of scientific inquiry and metacognition. En D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition and education (pp. 176-205). Nueva York: Routledge.
Wills-Obregón, M. E. (2015). Los tres nudos de la guerra colombiana. En Comisión Histórica del Conflicto y sus Víctimas (CHCV). Contribución al entendimiento del conflicto armado en Colombia (pp. 762-806). Recuperado de: http://www.altocomisionadoparalapaz.gov.co/mesadeconversaciones/PDF/Informe%20Comisi_n%20Hist_rica%20del%20Conflicto%20y%20sus%20V_ctimas.%20La%20Habana%2C%20Febrero%20de%202015.pdf
Wineburg, S. S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83, 73-87. https://doi.org/10.1037//0022-0663.83.1.73
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. En D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-304). Mahwah, EUA: Erlbaum.
Zell, E., & Krizan, Z. (2014). Do people have insight into their abilities? A metasynthesis. Perspectives on Psychological Science, 9, 111-125. https://doi.org/10.1177/1745691613518075
Zhao, Q., & Linderholm, T. (2010). Anchoring effects on prospective and retrospective metacomprehension judgments as a function of peer performance information. Metacognition and Learning, 6, 25-43. https://doi.org/10.1007/s11409-010-9065-1
License
Copyright (c) 2019 Revista Colombiana de PsicologíaThe RCP is published under the Creative Commons license and can be copied and reproduced according to the conditions of this license (http://creativecommons.org/licenses/by-nc-nd/2.5). RCP articles are available online at https://revistas.unal.edu.co/index.php/psicologia/issue/archive. If you would like to subscribe to the RCP as reader, please go to https://revistas.unal.edu.co/index.php/psicologia/information/readers and follow the instructions mentioned in the webpage. Additionally, a limited number of print journals are available upon request. To request print copies, please email revpsico_fchbog@unal.edu.co.












