超越数学问题认知过程的信念系统.pdf

DOCUMENT RESUME TM 320 448 ED 219 433 _AUTHOR Schoenfeld, Alan H. TITLE Beyond the Purely Cognitive: Metacognition and Social Cognition as Driving Forces in Intellectual Performance. SPOILS AGENCY National Science Foundation, Washington, D.C. PUB DATE Mar 82 GRANT NSF-SED-79-19049 NOTE 49p.; Paper presented at the Annual Meeting of the American Educational Research Association (66th, New York, NY, March 19-23, 1982); For a related document, see TM 820 449. EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Behavioral Objectives; *Beliefs; *Cognitive, Processes; Cognitive Style; Data Analysis; Environmental Inf]uences; Learning Processes; *Metacognition; Perception; Performance Factors; Prior Learning; Problem Solving; Self Concept; *Social Cognition 7 IDENTIFIERS *Cognitive Operation Structure; Intellectual Tasks; *Protocol Analysis ABSTRACT The dimensions of the broad social-cognitive and metacognitive matrix within which pure cognitions reside are examined. Tangible cognitive actions are the cross products of beliefs held about a task, the social environment within which the task takes place; and the problem solvers perceptions of self and their relation to the task and environment. Students verbal behavior in cognitive.performance can be analyzed at three levels: analysis of tactical knowledge of facts, procedures, domain-specific knowledge and local heuristics; analysis of control knowledge, strategic behavior and conscious metacognition knowledge; and analysis of consciously and u