This is a North Central University essay that depicts a literature review outline. The primary purpose of this research inquiry is to determine the extent to which the brain’s natural cognitive processes (TBNCP) such as thinking, remembering, and learning (TRL) relate to the development of adults’ metacognition skills across the lifespan. The hypothesis is that TBNCP such as TRL allow adults’ metacognition skills to increase (with age) naturally. The foundation employs both cognitive science and neuroscience research. The discussion will use the following headings: (1) metacognition and educational neuroscience, (2) metacognition and aging, (3) metacognition skillfulness, and metacognition strategies. The following subheadings will allow for in-depth analysis of subject matters: Metacognition and aging, metacognition monitoring, and problem-solving and outcomes. The essay is written in APA format, includes references, and has been graded by an instructor (A).

1. Dr. D’s Cover_Sheet (ensure you use the NCU filename in the header above for your header and
to save your paper).
Name: Orlanda Haynes Date: October 2017
Please Follow These Procedures: Use this assignment cover sheet as the first page of your
paper. Save your papers as word (not rtf) documents. Use “headers” and headings per the APA
Sample Paper and the Template provided.
At least two levels of headings, an introduction, body, and conclusion are required for most
papers. The APA sample paper will walk you through what belongs in each.
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may result in academic dismissal.
Please delete the above portion of the cover sheet and paste the assignment directions as
indicated below. Fill out all highlighted areas.
EDR 8200
Donna Rice, PhD.
Scholarly Literature Review Developa Literature Review Outline
<Paste Assignment Directions Here and any Learner Comments>
This assignment is intended to guide you in the development of a clear, focused, and logically
organized outline to be used for the development of the literature review. Begin by reviewing the
literature you have synthesized in this course. Identify several emergent themes to use to
organize a literature review. Create an outline including the following:
 One sentence introducing the research topic.
 A list of the themes you identified in the literature reviewed so far in this course.
 One sentence noting the theoretical framework(s) used to support the basis of the topic.
 Two to three sentences noting identified gaps in the research knowledge base leading to support
for the research topic.
Length: 1-2 pages, not including title or reference pages
Your assignment should demonstrate thoughtful consideration of the ideas and concepts
presented in the course by providing new thoughts and insights relating directly to this topic.
Your response should reflect scholarly writing and current APA standards. Be sure to adhere to
Northcentral University's Academic Integrity Policy.
Upload your document and click the Submit to Dropbox button.
Develop a Literature Review Outline
Faculty Use Only
Orlanda,

2. You expertly completed this assignment according to the directions. You have established an
excellent structure for your draft literature review.
As recommended previously, if you have not already, please consult with a coach in the
Academic Success Center to help you develop your literature review. Take time to begin a
relationship with a coach now so you can continue to work with him or her as you prepare the
review. Here is the website where you can register for a review with a statistics (or writing)
coach: https://ncu.mywconline.com
I would like for you to work on the Week 6 assignment together with your coach. It may take
some time to arrange a one-on-one session so while you are waiting, sign up for a recorded
session and review the relevant recorded workshops. Developing a literature review involves
many nuances and now is the time to learn as much as you can. I will want to see the feedback
from your academic coach by the time you turn in your last assignment.
You have done an excellent job on this outline!
Dr. Donna Rice 100 10/31/17

3. HAYNESOEDR8200-5 2
[ The primary purpose of this research inquiry is to determine the extent to which the
brain’s natural cognitive processes (TBNCP) such as thinking, remembering, and learning (TRL)
relate to the development of adults’ metacognition skills across the lifespan. The hypothesis is
that TBNCP such as TRL allow adults’ metacognition skills to increase (with age) naturally.
The foundation employs both cognitive science and neuroscience research. The discussion will
use the following headings: (1) metacognition and educational neuroscience, (2) metacognition
and aging, (3) metacognition skillfulness, and metacognition strategies. The following
subheadings will allow for in-depth analysis of subject matters: Metacognition and aging,
metacognition monitoring, and problem-solving and outcomes.]
Introducing the ResearchTopic
[The topic is The Development of Adult Metacognition: Educational Neuroscience.]
[List of Themes for the Literature Review:
a. Adult Metacognition and Educational Neuroscience
b. Metacognition and Aging
metamemory.
metacognition monitoring.
problem-solving and outcomes.
c. Metacognition Skillfulness
d. Metacognition Strategies

4. HAYNESOEDR8200-5 5
Theoretical Framework
[The foundation employs both cognitive science and neuroscience research.]
Gaps in the Research
[Stewart, Cooper, and Moulding (2007), among others, argued that most “metacognition
research” addresses questions and issues about metacognition’s metamemory, skillfulness, and
strategies and their effectiveness, but not how metacognition develops in adults. For instance, if
the brain’s natural cognitive processes (e.g., thinking, remembering, learning) facilitate the
development of adults’ metacognition skills. Findings would inform educational practices and
bridge gaps in both metacognition literature and Educational neuroscience.]
Conclusion
[This literature review outline depicts essential components of my proposed research.
They include the topic “The Development of Adult Metacognition: Educational Neuroscience.”
And, there are seven literature review themes. Of which “Adult Metacognition and Educational
Neuroscience” discusses principles and concepts of adult metacognition from the context of
educational neuroscience.” And “metacognition and aging” provide findings regarding
metamemory, metacognition monitoring, and problem-solving and outcomes. The theoretical
framework employs research from both cognitive science and neuroscience. The purpose of the
research is to discover if relationships exist between the brain’s natural cognitive processes
(TBNCP) such as thinking, remembering, and learning (TRL), and the development of adult
metacognition skills across the lifespan. The hypothesis is that TBNCP such as TRL allow
adults’ metacognition skills to increase (with age) naturally.]