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Meta-effectiveness, Effectance, Mindware and Other Key Concepts for Understanding the Development of Adult Competence

Year: 2015
Type: article
Abstract: This article presents a list of concepts that are importants for understanding adult development of competence (including "learning to learn") but that have not received sufficient attention in the literature on self-regulated learning. 1. Key Insufficiently Used Concepts Related to Meta-effectiveness The key concepts include 1. Meta-effectiveness: a term I introduced in Cognitive Productivity and defined as "the skills, dispositions and manifold underlying information-processing mechanisms [mindware] that enable and drive people to improve themselves.". 2. Architecture-based motivation: an extremely subtle but essential concept introduced by Sloman (2009) to explain "top level " motivation; this is related to Allport's (1937; 1961) concept of functional autonomy and the concept of intrinsic motivation. 3. Effectance: a term coined by White (1959) to refer to the motivation to learn. It is well known amongst educational psychologists. However, I modernized the concept in Cognitive Productivity, specifying it in terms of architecture-based motivation. I also use the adjective effectant because English lacked a term for this concept. 4. Fluid expertise: introduced by Bereiter & Scardamalia (1993) to refer to the skills that enable one to (further) develop expertise; this is a core part of meta-effectiveness. 5. Crystallized expertise: also by Bereiter & Scardamalia (1993) to refer to the static expertise that can be used to solve problems that don't require further learning. I now also use the expression "stagnant expertise " for this, to draw attention to its dangers. 6. Mindware: term coined by Perkins (1995) to refer to the "stuff " of which the mind is made. It is the mental Document available from
Language: English
Field: Psychology
Open Access status: green
OpenAlex ID: W2228858338
FWCI:
Cites: 17
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Related to: 10