What are the types of comprehension, and how do these differ from one another?

         

Each day, we face the task of living, learning, thinking, framing, and reframing reality. These phenomena are natural, identifiable, and capable of being described. The person who is aware of memory acquisition, how cognitive and metacognitive processes work, and how comprehension is formed and occurs, is most able to take responsibility for learning—while being best prepared to learn and teach.

The memories we have of past experiences shape the personality we, as learners and teachers, exhibit on a daily basis in the present. And we all have different memories, because we’ve had different experiences, although shared memories may evoke the same feelings, or ones quite dissimilar. Memories help to acquired knowledge every single day. Comprehension involves memory, cognition and metacognition.

Memory:

Memory is the ability to recall information or experiences from the past and bring them to the present. Memory is the act of keeping or recording thoughts or feelings.

Cognition:

Cognition is the process and/or processes that occur and are labeled, “thinking.” However, in a finite sense, cognition refers to the ability of the brain to process, store, retrieve, and retain information.

Metacognition:

Metacognition is thinking processes at the highest levels. It involves the intricacy with which one processes, stores, retrieves, and retains information.

Memory, cognition, and metacognition differ one and others in the way that memory deals with all the past memories a person has about his or her whole life and experience, while cognition is when we think or use a conscious mental process that is a specific knowledge we have recorded in our mind. It involves emotions and the need to make sense, and metacognition is the control we have about our own thinking, it means we can manipulate such thinking. It also deals with problems solving.