Embracing Metathought: A Guide for Better Thinkers

This post specifically focuses on ‘giftedness’ as an interpretation understood to describe those with high IQ.

Metathinking

In his quest for universal understanding, Pablo Picasso once proclaimed, 'Art is the lie that enables us to realise the truth.’

This paradoxical statement captures the essence of metathought, where art transcends mere visual pleasure to become a conduit for truth. As we peel back the layers of this ‘lie,’ we uncover more than paint and turpentine, but the intricate mix of cognition and perception, leading us to profound insights about life and self. In its deceptive simplicity, his art reveals the complex truths of the human experience.

Metathinking: This cognitive phenomenon, especially prevalent among the profoundly gifted, allows such intricate patterns to be woven from the threads of complex thoughts. But what exactly is metathinking? How does it manifest in such gifted minds, and what are its implications- both positive and negative for the individual and those around them?

What is Metathinking?

Metathinking, often called metacognition, is thinking about one’s own thinking. It involves being aware of and understanding your thought processes, reflecting and analysing thought processes, which can help in learning and problem-solving.

It involves recognising how we learn and solve problems and our cognitive strengths and weaknesses. This self-awareness allows us to plan how we approach different tasks, monitor our progress, and evaluate the effectiveness of our strategies. For instance, while learning a new subject, we might assess our level of comprehension, explore various methods to enhance our understanding, and then determine which method works best for us.

One key aspect of metathinking is thoroughly understanding a problem before attempting to find a solution, a process often seen and voiced in 'gifted' people and, even more so, the profoundly 'gifted.'

“If I had an hour to solve a problem, I’d spend 55 minutes thinking about the problem and 5 minutes thinking about solutions.”

Albert Einstein

It’s a continuous loop of assessment and adjustment to improve our thinking and learning.

Metathinking involves abstract thought processes; therefore, a rich imagination can enhance one’s ability to engage in such reflective thinking. This imaginative capacity often manifests as creative idea generation in adults and vivid, imaginative play, such as having imaginary friends, in children. Thus, individuals with strong imaginative skills tend to excel in metathinking, making them adept at generating innovative ideas and finding solutions to learning effectively.

How does it manifest in highly and profoundly 'gifted' minds?

Profoundly 'gifted' individuals often engage in metathinking due to their advanced cognitive abilities, which allow them to think about thinking. They are typically more aware of their thought processes, can reflect on and analyse their own understanding, and are adept at problem-solving and abstract thinking.

This heightened level of self-awareness and introspection enables profoundly 'gifted' individuals to explore complex ideas, recognise patterns, and make connections that might elude others. It’s a natural extension of their intellectual curiosity and desire to understand the world around them and their place within it. In fact, from an early age, it’s often a way of thinking they cannot escape.

Metathinking can be a key factor in making new discoveries. It involves a higher level of thinking that not only encompasses understanding a concept but also reflecting on the process of understanding itself. This reflective thinking allows individuals to question assumptions, consider alternative perspectives, and synthesise information in innovative ways.

By engaging in metathinking, individuals can develop new insights, identify previously unnoticed connections, and generate original ideas that can lead to breakthroughs in various fields. In the realm of the profoundly 'gifted,' metathinking gives us an insight into the intricate pathways of their minds.

This self-reflective thought process is like an internal dialogue on one’s own thinking patterns, allowing these individuals to weave through complex information with ease, connecting disparate ideas and solving problems with a creativity that seems almost boundless. The genesis of metathinking in such 'gifted' minds stems from a blend of natural intellectual abilities and an insatiable curiosity that propels them to dissect and reconstruct all that they see, hear, learn, and feel in the world around them.

Benefits of Metathinking

Metacognition has played a pivotal role in the achievements of highly and profoundly 'gifted' individuals, leading to significant advancements across various fields.

In science, Einstein’s theory of relativity altered our understanding of time and space, while Marie Curie’s research on radioactivity paved the way for cancer treatment. In technology, Steve Jobs’ introspective approach revolutionised personal computing and mobile communication. Shakespeare’s deep understanding of human nature transformed English drama and poetry in literature. Philosophers like Socrates used metacognitive questioning to explore ethics and knowledge. In art, Leonardo da Vinci’s reflective practice bridged the gap between science and art, creating masterpieces like the Mona Lisa. The Wright brothers’ analytical thinking led to the first successful airplane flight. In mathematics, Ramanujan’s intuitive grasp of numbers yielded groundbreaking results in number theory. Darwin’s contemplation on natural selection changed our perception of evolution. Lastly, in music, Beethoven’s introspection helped him compose symphonies that remain influential centuries later.

Daily Impact

Metathinking influences the world daily through its application in everyday decision-making and problem-solving.

For instance, teachers using metacognitive strategies can better understand students' learning, leading to more effective teaching methods. A business leader reflecting on past decisions can improve future business strategies. Doctors who think about their diagnostic processes can enhance patient care in healthcare. Software developers use metathinking to debug and optimise code more efficiently. Individuals use it to manage their time and resources better, leading to increased productivity. In personal relationships, reflecting on communication patterns can lead to stronger bonds. Athletes analysing their performance can refine their techniques for better results. Environmentalists considering the impact of human behavior can develop more sustainable practices.

Stress Coping Mechanism

Metathinking also helps individuals cope with stress by evaluating and adjusting their coping mechanisms. It empowers people to become lifelong learners, continuously adapting and growing in an ever-changing world.

While the benefits of this heightened cognitive function are manifold - fostering innovation, enhancing problem-solving capabilities, and expanding the horizons of abstract thought - it is not without its drawbacks for those who engage in it too intensely and too frequently, as many highly 'gifted' individuals do. The depth and intensity of their contemplation can lead to overthinking, decision-making inertia, and a sense of isolation as they traverse deeply into thought processes that may be alien to their peers. Contemplating deeply can lead to depression, neglect of practical tasks, and burnout. Yet, it is this very process of cognition that helps define the extraordinary mental landscape of the profoundly 'gifted'.

Metacognition in the Brain

The enigma of metathinking in the profoundly 'gifted' may be rooted in the unique architecture of their brains.

Neuroscience research has illuminated that these individuals often exhibit increased bilateral brain activation, particularly when engaged in challenging tasks. These structural differences and more efficient functioning can lead to superior problem-solving, creativity, and emotional processing - neurobiological distinctions that underscore the profound impact of brain differences on the metacognitive capabilities of the 'gifted'.

Profoundly 'gifted' individuals often have enhanced neural connectivity and increased brain efficiency, allowing for faster information processing and the ability to engage in complex metacognitive strategies. They may demonstrate an early awareness of their own cognitive processes, such as recognising patterns in their learning, identifying effective problem-solving methods, and reflecting on their thought patterns.

Additionally, brain imaging studies have suggested that profoundly 'gifted' individuals may have differences in brain areas associated with memory, attention, and intelligence, such as the prefrontal cortex and parietal lobes. These differences can contribute to their ability to engage in deep metacognitive practices.

This deliberate practice of reflection and thought is often discussed by highly 'gifted' individuals. George Bernard Shaw is quoted as saying, “Few people think more than two or three times a year. I have made an international reputation for myself by thinking once or twice a week.” This practice contributed to his sharp wit and intellectual contributions.

This metacognitive process and abstract thought allow these individuals to create works of lasting impact and influence and underscores their approach to understanding and developing ideas.

How can we all learn from metathinking?

Most people have the capacity to engage in metathinking, but the frequency and depth of such thinking can vary widely among individuals. Metathinking requires a certain level of self-awareness and cognitive ability, which can be developed through education, practice, and a willingness to reflect on one’s own thought processes.

In fact, most of us have engaged in metathinking from the very beginning. For example, when a child groups numbers into smaller sets to remember them more effectively, they are metathinking. This strategy, known as “chunking,” involves the conscious organisation of information into manageable units, which is a metacognitive process. It reflects an awareness of how memory works and the application of that knowledge to improve cognitive performance.

While some people may naturally engage in metathinking more often, especially those in fields that require critical thinking and problem-solving, others may not do so as frequently or may need to be prompted to think this way.

Counselors teach clients to metathink by guiding them to become aware of their thought patterns, question their beliefs, and consider alternative perspectives. Techniques like cognitive-behavioral therapy (CBT) involve self-reflection exercises, journaling, and Socratic questioning to help clients identify and challenge unhelpful thoughts. The goal is to empower clients to regulate their thinking, develop problem-solving skills, and enhance decision-making. This process leads to improved mental health outcomes by fostering resilience, self-efficacy, and adaptive coping strategies.

Benefits to us All

Encouraging metathinking can be beneficial for personal growth, learning, and decision-making.

We can glean several insights from the advanced metathinking of profoundly 'gifted' individuals that can be applied to our own cognitive processes. Their approach to complex problem-solving, which often involves analysing and reflecting on issues from various perspectives, can inspire innovative solutions. The self-reflection they practice is a testament to how self-awareness can foster continuous personal and intellectual development. Their creativity in processing information encourages others to think outside the box and approach challenges with fresh perspectives. Their critical thinking skills emphasise the importance of questioning established assumptions and critically assessing information. Additionally, by observing their learning methods, we can learn effective strategies for acquiring and applying knowledge.

Overall, studying the metacognitive strategies of profoundly 'gifted' individuals can help us enhance our cognitive abilities and learning approaches.

Metathinking, or the practice of reflecting on one’s own thought processes, is a powerful tool that aids in various aspects of cognitive and personal development. It enhances problem-solving abilities by enabling individuals to consider problems from multiple perspectives, leading to more innovative solutions. In decision-making, metathinking contributes to more thorough and rational evaluations of options. It also plays a crucial role in learning, as it helps individuals identify and utilise the most effective learning strategies for themselves. Furthermore, metathinking fosters self-improvement by promoting an understanding of one’s thought patterns and behaviors, thereby encouraging personal growth.

It can also increase emotional intelligence by heightening awareness of the interplay between emotions and thoughts. Lastly, metathinking can improve communication skills by clearly articulating ideas and fostering a better understanding of others’ viewpoints.

Overall, metathinking is instrumental in navigating complex situations, enhancing self-awareness, and improving interactions with others.

So let’s start practicing it in our daily lives. As people worldwide listen to the poignant melody of Robert Burns’ “Auld Lang Syne” next New Year’s Eve, consider it an opportunity for introspection. The chorus, “For Auld lang Syne, my dear, for Auld lang syne, we’ll take a cup of kindness yet, for Auld lang Syne,” invites you to delve into metathinking. Reflect on the past year’s experiences and their influence on your present and future. This contemplation not only pays homage to Burns’ enduring anthem but also to your own journey and the relationships that have shaped it. Raise your glass with mindfulness, allowing these reflections to enhance your metacognitive abilities and usher in the next new year filled with purpose and insight.

In future posts we’ll look at how we can dissect metathinking, learn from these brains and develop our own metathinking skills.

References:

“Neuroscience of Giftedness: Increased Brain Activation” - GRO Gifted

“How do the profoundly gifted personalities differ from the average” - Medium

“The Gifted Brain Revealed Unraveling the Neuroscience of the Bright Experience” - Nicole Tetreault

“The Neuroscience of Gifted Brains: How They’re Different” - Christy George LMFT

Our platform celebrates the multifaceted nature of ‘giftedness’ and its global significance. As the concept of ‘giftedness’ expands in many countries, we recognise its holistic impact on education and society. In our discussions, we acknowledge that inclusion does not imply exclusion. Specifically, when we focus on individuals with IQs above 130—a neurodiverse group with unique needs and often asynchronous development—we make it clear that this is the group under discussion. When addressing ‘giftedness’ as high ability, talent, or other interpretations of the term, we remain transparent about the variations within this group. This post specifically focuses on ‘giftedness’ as an interpretation understood to describe those with high IQ.