Cognitive and metacognitive, motivational, and resource considerations for learning new skills across the lifespan
| Autor: | Pamela Sheffler, Rachel Wu, Tania M. Rodriguez, Cecilia S. Cheung |
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| Rok vydání: | 2021 |
| Předmět: |
Adult
Motivation General Neuroscience media_common.quotation_subject Longevity Metacognition Cognition Mindset General Medicine Executive functions Dreyfus model of skill acquisition Cognitive biology ComputingMilieux_COMPUTERSANDEDUCATION Cognitive development Humans Learning Psychological resilience Psychology General Psychology Aged Cognitive psychology media_common |
| Zdroj: | WIREs Cognitive Science. 13 |
| ISSN: | 1939-5086 1939-5078 |
| Popis: | Across the lifespan, learners have to tackle the challenges of learning new skills. These skills can range from abilities needed for survival, such as learning languages, learning to walk during infancy, and learning new software for a job in adulthood, to abilities related to leisure and hobbies. As the learner progresses through novice to expert stages, there are cognitive and metacognitive, motivational, and resource considerations for learning new skills. In terms of cognitive considerations, fluid and crystallized abilities as well as executive functions interact to help the learner process and retain information related to the skills. In terms of metacognitive considerations, knowing what to learn and how to learn are important for novel skill learning. In terms of motivational considerations, changes in individuals' intrinsic and extrinsic motivation throughout the lifespan impact their pursuit of novel skill learning, and declines in motivation can be buffered through the cultivation of grit, growth mindset, self-efficacy, and other personal factors. In terms of resource considerations, there are many tools that learners can use to acquire new skills, but allocation and availability of these resources differ based on life stage and socioeconomic status. Taken together, these considerations may provide learners with the best chance at acquiring new skills across the lifespan. Further research investigating these three factors, particularly among older adult learners, and their interactive effects could help increase our understanding of their impacts on skill learning and inform future cognitive interventions that can be tailored to learners' unique needs. This article is categorized under: Cognitive Biology > Cognitive Development Psychology > Development and Aging Psychology > Learning. |
| Databáze: | OpenAIRE |
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