Abstract:
Self-reflection is the subject's reflection and analysis of their own understanding of reality, the principles and techniques of their activities, the correspondence of their results to their goals, and ways to improve the effectiveness of their activities. This article examines several models of self-reflection, described in terms of learning processes. It is shown that, with a non-decreasing learning curve dependent on the total learning time, the optimal strategy is to maximize the initial learning period. That is, if the conditions for acquiring and mastering experience do not change (during the activity, the subject does not receive qualitatively new information), then self-reflection is meaningless. Self-reflection is justified if, for example, the individual learning rate increases during productive activity. Hierarchical learning models are proposed, in which the achieved values of the learning criterion determine the learning rate at a higher level of the hierarchy, what can also be considered an effect of self-reflection.
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