Por Joëlle Proust (Institut Jean-Nicod, Ecole Normale Supérieure Paris).

Metacognition is the set of abilities for controlling and monitoring one’s own cognitive actions, such as trying to learn or to solve a problem. Many cognitive actions are now integrated to computerized environments. A large body of evidence shows that metacognition is selectively impaired in processing information on-screen, leading to poorer learning or cognitive performance (unless appropriate correcting measures are applied).  This evidence will be presented and discussed for its implications regarding artificial quasi-agentive programs.

Nota biográfica: Joëlle Proust is an emeritus CNRS Director of Research at Institut Jean-Nicod, Ecole Normale Supérieure, Paris. For the last twenty years, her research concentrated on metacognition: an ESF-EUROCORE project (2006-9) was devoted to the evolution of metacognition (Beran, Brand, Perner & Proust, The Foundations of Metacognition, 2012; Proust, The Philosophy of Metacognition: mental agency and self-awareness, 2013). An ERC project  (2011-2016), explored cultural diversity in children’s and adults’ metacognitive practices (Metacognitive Diversity, 2018). From 2018 onward, as a member of the French Scientific Council of National Education, she has conducted pedagogical research based on metacognition.

Transmissão via Zoom (pw: 848810).