A Tool for Learning of Cognitive Process by Analysis from Exemplar Documents

Abstract

Metacognition is difficult to train, and most of students lack the knowhow to practice it. This work proposes a thought analysis tool from reading to help training in understand logical connections between sentences. The tool allows learners to explicate types of logical expression of the writing article as the example of strategy to convince readers. By analysis and annotating the text in a controlled environment, it is expected that learners can learn from thinking about author’s cognitive process, and apply them to think about their own thought and make a strategic planning when they are in a role to write. The tool is designed for learners to assign several kinds of annotations including logical statement type, keyword and logical linking between sentence to the proper writing text by self-analysis under the supervision of coaches. The experiment results show that the tool helps to apparently improve learners’ cognitive performance in composing proper essay via the training on analysis reading. In comparison to other sample groups with lecturing and coaching without the tool, the improvement of the tool users was significantly greater in term of logical relatedness, logical completeness and convincible power.