5 syllables: Me, ta, cog, ni, tion. Stress on ni.
met-uh-kahg-NISH-uhn
/ˌmɛtəˌkɑɡˈnɪʃən/
Metacognition is pronounced met-uh-kahg-NISH-uhn (/ˌmɛtəˌkɑɡˈnɪʃən/). It has five syllables (Me-ta-cog-ni-tion), with the stress on "ni". Metacognition is the awareness and understanding of one’s own thought processes. It involves planning, monitoring, and evaluating thinking strategies to improve learning and problem solving. In practice, it means recognizing when you don’t know something, and deliberately adjusting approaches to understand and remember material more effectively.
nounMetacognition is the awareness and understanding of one’s own thought processes. It involves planning, monitoring, and evaluating thinking strategies to improve learning and problem solving. In practice, it means recognizing when you don’t know something, and deliberately adjusting approaches to understand and remember material more effectively.
"She reflected on her study methods, demonstrating metacognition by adjusting her note-taking strategy."
"Teachers encouraged metacognition, asking students to articulate how they arrived at their conclusions."
"During the exam review, he used metacognition to identify which topics he still found challenging."
Break it into four syllables: /ˌmɛ.tə.ɡnɪˈkoʊ.ʃən/ (US) or /ˌmetə.ɡnɪˈkəʊ.ʃən/ (UK/AU). Primary stress falls on the fourth syllable ‘koʊ’. Start with ‘meh’ as in ‘met-’, then a light ‘tuh’, then ‘gnih’ (the ‘gn’ blends into /n/), followed by the stressed ‘koʊ’ and ending with ‘shən’. Practice by emphasizing the 'koʊ' and smoothing the weak vowels tussen consonants. Audio cues: listen to educated speakers; you’ll hear a slight pause between ‘met a’ and ‘gnition’. IPA guide: US /ˌmɛtəˈɡoʊtʃən/ (colloquial reductions vary), careful articulation shows the /ɡnɪ/ cluster before the stressed /ˈkoʊ/.
Common errors: (1) Flattening the metad- to ‘meta-’ with a hard /d/ sound; instead keep /tə/ before the /ɡn/ cluster. (2) Misplacing the stress on the wrong syllable; ensure primary stress is on the -koʊ- syllable. (3) Slurring the /gnɪ/ into a single /n/; keep the /ɡn/ sequence distinct. Correction tips: practice the sequence /ˌmɛt.ə.ɡnɪˈkoʊ.ʃən/ with slow tempo, then gradually speed up, ensuring the /n/ remains audible after /ɡ/. Record yourself and compare with a reference.
US: tendency toward a clearer /ɡnɪ/ sequence before the stressed /koʊ/. UK/AU: often a slightly tighter /ə/ in the second syllable and a more rounded /oʊ/ in the stressed syllable. Australian speakers may show a slightly broader vowel in /koʊ/ and a less rhotic end in some contexts, though rhoticity is common in educated speech. Overall the primary stress remains on the third or fourth syllable depending on the speaker, with subtle vowel quality shifts: US /ˌmɛtəˈɡoʊtʃən/ vs UK /ˌmetəˈɡnɪkəʊʃən/.
It combines a tricky consonant cluster /ɡn/ immediately after a vowel and a multi-syllabic rhythm with shifting stress. Beginners often mispronounce the /gnɪ/ as /nɪ/ or misplace the primary stress on the wrong syllable. Focus on maintaining /ɡn/ as a single articulatory gesture, keep the /ˌmɛ/ initial stress light, and stress the /koʊ/ in many contexts. IPA reference: /ˌmɛtə.ɡnɪˈkoʊ.ʃən/ helps you visualize the rhythm and consonant timing.
There are no silent letters in Metacognition, but the pronunciation relies on pronouncing every syllable clearly and maintaining the primary stress on the /koʊ/ syllable. The /t/ in the middle is pronounced lightly, and the /ɡn/ cluster is audible rather than elided. In fast speech, some speakers reduce adjacent vowels, but careful articulation keeps all syllables distinct, preserving intelligibility in academic contexts.
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US: rhoticity prominent; keep /ɹ/ neutral when present in connected speech; UK/AU: non-rhotic tendencies in some contexts; maintain /ˈkoʊ/ or /ˈkəʊ/ depending on accent. Vowel notes: /ɛ/ in first syllable can feel lax; practice with “met” + “gnition” as a single chain. Ensure the secondary syllable /tə/ is quick and light. IPA references: US /ˌmɛtəˈɡoʊtʃən/, UK /ˌmetəˈɡnɪkəʊʃən/; AU /ˌmetəˈɡnɪkəʊʃən/. Consonants: /t/ is dental-alveolar; /ɡ/ is a hard stop; /gn/ cluster requires a short release before the nasal.
Metacognition derives from the prefix meta- (Greek/meta, meaning beyond, after) combined with cognition (Latin cognitio, from cogitare ‘to think’; cognition itself from Latin cognitio, ‘a thinking, knowledge, or understanding’). The term is a hybrid built in modern psychology and education to describe thinking about thinking. Meta- signals a higher level that evaluates or supervises cognitive processes. The first recorded scholarly use is traced to 1970s psychology and education literature; it gained widespread adoption through cognitive psychology, educational psychology, and later neuroscience. The concept evolved from Vygotskian ideas of self-regulation and later dual-process theories (System 1 vs System 2) that emphasize conscious control over automatic mental operations. Today, metacognition encompasses knowledge about one’s own cognitive states (awareness of what you know and don’t know) and the regulation of cognitive activities (planning, monitoring, evaluating). Historically, it emerged as educators sought strategies to teach learners how to learn, not just what to learn. Over decades, research has refined its definition to include metacognitive knowledge (person, task, strategy) and metacognitive regulation (planning, monitoring, evaluating), with strong emphasis on classroom practice, assessment, and lifelong learning. First known uses appear in scholarly articles in the late 1960s to early 1970s, but the term gained traction in general education literature by the 1980s and 1990s as meta-analyses linked metacognition to improved problem-solving and academic performance.
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Words that rhyme with "Metacognition"
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