cognitive progress, whereas metacognitive strategies are used to monitor it (Flavell, 1992). Parallel to this idea, Forrest-Pressley and Waller (1984) propose that cognition involves the actual processes and strategies used by students, while metacognition involves what a student know about his or her cognition and the ability to control
sometimes it is noticed that genre approach lacks creativity which may not suit the characteristics of higher level writing (Tuffs, 1993). In addition, Tuffs (1993) believe that this approach is genre specific and it cannot be guaranteed that the components of one genre can fit into other writing situations. Tuffs (1993) states that although readily available for analysis, these genres are not always transparent are far too complex to be pedagogical
Self-regulated Learning: A Composite Concept Husain Abdulhay Payame Noor University of Qom, Iran husainabdolhay@yahoo.com Abstract: Issue of self versus other is also diligently stressed and applied in education so as to put person in control of situation, not a pawn at the mercy of conditions. In the same vein, this study aims to draw attention to a newly developed concept of learning which overemphasizes the role of individual learner in attunement of his thought, feelings and strategies to
Various components of executive functions are reported in the literature. A few of them being organization, planning, set shifting, working memory, impulse regulation etc. These EF skills are important in the development of language, behavioral control and adaptive
the knowledge. This realization has led to the development of new system called the knowledge base system. This power is gained from the expert knowledge that coded the facts and rules. Knowledge base is separated from the control and inferencing component which makes it easier to add new knowledge or modify an existing knowledge