This document outlines a draft research proposal exploring the development of adults' metacognition from the perspective of cognitive science and neuroscience. The proposal includes four core components: a statement of the problem noting a lack of research on adult metacognition development; a purpose to explore how the brain's natural cognitive processes correlate with metacognition skill development across the lifespan; research questions on metacognition awareness and skills increasing with age; and a hypothesis that brain processes allow metacognition to increase naturally with age. The proposal aims to add to the metacognition literature and merge education and neuroscience.

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NORTHCENTRAL UNIVERSITY
ASSIGNMENT COVER SHEET
Student: Orlanda Haynes Date: 06/24/2018
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EDR8205-7
Week 7 Assignment: Developthe Foundation for
a Quantitative ResearchProposal
Instructor: Dr. Vance
Faculty Only

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EDR8205-7 is a framework through which students can learn the process of developing a
quantitative research proposal (RP). Although a full or complete RP usually consists of eight or
more headings excluding subheadings (Sudheesh, Duggappa, & Nethra, 2016), this paper
includes a draft in which the author discusses four core components of a potential RP: the
statement of the problem, the purpose of the study, the research questions, and the hypothesis.
RPs are detailed schematics that allow readers, among other factors, to access the usefulness, the
validity, and the practicality of studies (Sudheesh, Duggappa, & Nethra, 2016). The only
missing components from RPs, for instance, are the findings and the researchers’ analysis of the
results (Van Ekelenburg, 2010). However, the research type (e.g., basic or applied) governs the
RP design and procedure (Sudheesh, Duggappa, & Nethra, 2016; Van Ekelenburg, 2010).
Develop the Foundation for a Quantitative Research Proposal
Statement of the Problem
Educational neuroscience has roots in education research, neuroscience, cognitive
science, developmental psychology, and biology among others (Bruer, 2016; Fischer, Goswami,
& Geake, 2010; Rees, Booth, & Jones, 2016; Tommerdahl, 2010; Zadina, 2015). In fact, most
findings support future studies about the development of adult metacognition from the
perspective of cognitive science and neuroscience (Daniel, Fischer, Williams, & LaGattuta,
2013; Fischer, Goswami, & Geake, 2010; Fuchs, & Flügge, 2014; Howard-Jones, 2014; Rees,
Booth, & Jones, 2016; Stewart, Cooper, & Moulding, 2007; Stubenrauch, Krinzinge, & Konrad,
2014; Tommerdahl, 2010; Zadina, 2015).
Primarily because both fields are means to understanding how the brain (TB) support
learning and how education communities, among others, can incorporate research findings with
classroom practices (Daniel, Fischer, Williams, & LaGattuta, 2013; Fischer, Goswami, & Geake,

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2010; Zadina, 2015). However, despite educational neuroscience essential role in understanding
how TB enables learning, its position within education literature is vague (Fischer, Goswami, &
Geake, 2010; West, & Bell-Angus, 2016; Klingberg, 2010; Zadina, 2015). In fact, some
researchers imply education neuroscience literature is mostly about obstacles related to the
integration of cognitive science and neuroscience rather than about its implications for education
practices (Bowers, 2016; Daniel, Fischer, Williams, & LaGattuta, 2013; Fischer, Goswami, &
Geake, 2010; Howard-Jones, 2014; Rees, Booth, & Jones, 2016; Stubenrauch, Krinzinger, &
Konrad, 2014;Tommerdahl, 2010; Zadina, 2015).
Some practical implications include supporting education communities by improving
cognitive learning and development outcomes, by filling gaps in education literature, and by
bridging interdisciplinary studies (Cai, Chan, Yan, & Peng, 2014; Rees, Booth, & Jones, 2016;
Stubenrauch, Krinzinger, & Konrad, 2014; Tommerdahl, 2010; Zadina, 2015). Likewise, most
cognitive science researchers discuss metacognition from the context of aging and metamemory,
metacognition knowledge and skill development, and metacognition monitoring and strategies
(Dunlosky, & Jacoby, 2011; Fleming, & Dolan, 2012; Hargis, et al., 2017; Piefke, & Glienke,
2017; Saricam, 2015; Semerci, & Elaldi, 2014; Van Der Stel, & Veenman, 2010; Wahlheim,
Dunlosky, & Jacoby, 2011). In contrast, Stewart, Cooper, and Moulding (2007), among others,
argued that the substantial body of metacognition literature does not address how metacognition
develops in adults. If the brain’s natural cognitive processes (TBNCP) including thinking,
remembering, and learning, for instance, facilitate the development of adults’ metacognition
awareness and skills.
Purpose of the Study
The purpose of the research proposal is to explore the extent to which TBNCP

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correlate with the development of adults’ metacognition skills naturally with age. Because some
researchers theorized the development of metacognitive skills ends during early adulthood and
most research subjects in prior studies were children (Stewart, Cooper, & Moulding, 2007), this
proposed research (which would use adult subjects) could, among other benefits, inform
education practices, add to metacognition literature, and merge education practices and
neuroscience.
ResearchQuestion(s)
The following questions would guide the study:
1. Do adults’ metacognition awareness increase naturally with age?
2. Do adults’ metacognition skills increase naturally with age?
3. Is there a significant difference in metacognition awareness and skills between
adult males and females over the lifespan?
Hypotheses (null and alternative)
The hypothesis is that the brain’s natural cognitive processes such as thinking,
remembering, and learning allow adults’ metacognition awareness and skills to increase (with
age) naturally.
Null and alternative hypotheses:
Ho: A non-significant relationship will exist between adults’ metacognition
awareness and skills over the lifespan.
Ha: A significant relationship will exist between adults’ metacognition awareness
and skills over the lifespan.
Conclusion

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This draft of a research proposal outlines the foundation for a study that would explore
the development of adults’ metacognition from the perspective of cognitive science and
neuroscience. The author discusses four essential components including the statement of the
problem, the purpose of the study, the research questions, and the hypothesis. The aim of the
research is to discover if relationships exist between the brain’s natural cognitive processes
(TBNCP) such as thinking, remembering, and learning, and the development of adults’
metacognition awareness and skills (MCASs) across the lifespan. The hypothesis is that TBNCP
allow adults’ MCASs to increase (with age) naturally.

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