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.
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