Metacognition and Metamemory
DOI:
https://doi.org/10.18662/upasw/29/79Keywords:
metacognition, metacomprehension, metamemory, critical thinking, developmental psychologyAbstract
The discovery and theoretical development of metacognition has been an important step in cognitive research in recent decades.
Metacognition performs several functions, identifying three major categories of it: Metamemory and metacomprehension, problem solving, critical thinking. Although this taxonomy cannot cover the many types of metacognition, it nevertheless reflects the extensive role of the process in important cognitive contexts.
References
Astington, J. W., & Jenkins, J.M. (1999). A longitudinal study of the relation between
language and theory of mind development. Developmental Psychology, 35, 1311-
Astington, J. W., & Olson, D. R. (1990). Metacognitive and metalinguistic language:
Learning to talk about thought. Applied Psychology: An International Review, 39, 77-
Benjamin, A. S., & Bjork, R. A. (1996). Retrieval fluency as a metacognitive index. In L. M.
Reder (Ed.), Implicit memory and metacognition (pp. 309-338). Erlbaum.
Brown, A. L. (1978). Knowing when, where and how to remember: A problem of
metacognition. In R. Glaser (Ed.), Advances in Instructional Psychology (Vol. 1, pp.
-165). Hillsdale, NJ: Erlbaum.
Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning,
remembering, and understanding. In J. H. Flavell & E. M. Markham (Eds.), Handbook
of child psychology. Vol. 3: Cognitive development (pp. 77-166). New York: Wiley.
Bruck, M., & Ceci, S. J. (1999). The suggestibility of children’s memory. Annual Review of
Psychology, 50, 419-439. Cultice, J. C., Somerville, S. C., & Wellman, H. M. (1983). Preschoolers' memory
monitoring: Feeling-of-knowing judgments. Child Development, 54, 1480-1486.
DeLoache, J. S., & Brown, A. L. (1984). Where do I go next? Intelligent searching by very
young children. Developmental Psychology, 20, 37-44.
DeMarie, D., Miller, P.H., Ferron, J., & Cunningham, W.R. (2004). Path analysis tests of
theoretical models of children’s memory performance. Journal of Cognition and
Development, 5, 461-492. Efklides, A. (2001). Metacognitive experiences in problem solving : Metacognition,
motivation, and self-regulation. In A. Efklides, J. Kulh, & R.M. Sorrentino (Eds.),
Trends and prospects in motivation research (pp. 297-323). Kluwer.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive– developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906
Flavell, J. H. (1999). Cognitive development: Children’s Knowledge about the Mind. Annual Review of Psychology, 50, 21-45. http://dx.doi.org/10.1146/annurev.psych.50.1.21
Flavell, J.H., & Wellman, H.M. (1977). Metamemory. In R. Kail & W. Hagen (Eds.), Perspectives on the development of memory and cognition (pp. 3-31). Erlbaum.
Flavell, J. H. (1971). First discussant's comments: What is memory development the
development of? Human Development, 14, 272-278.
Flavell, J. H., Miller, P. H., & Miller, S. A. (2002). Cognitive development. Prentice-Hall.
Garner, R. (1987). Metacognition and reading comprehension. Ablex.
Ghetti, S., Lyons, K.E., Lazzarin, & Cornoldi, C. (2008). The development of metamemory
monitoring during retrieval: The case of memory strength and memory absence.
Journal of Experimental Child Psychology, 99, 157-181.
Koriat, A. (1997). Monitoring one's own knowledge during study: A cue-utilization approach
to judgments of learning. Journal of Experimental Psychology: General, 126, 349-
Koriat, A. (2007). Metacognition and consciousness. In P. D. Zelazo, M. Moscovitch, & E.
Thompson (Eds.), Cambridge handbook of consciousness (pp. 289-325). Cambridge University Press.
Koriat, A., Goldsmith, M., Schneider, W., & Nakash-Dura, M. (2001). The credibility of
children's testimony: Can children control the accuracy of their memory reports.
Journal of Experimental Child Psychology, 79, 405-437.
Koriat, A., Ma’ayan, H., & Nussinson, R. (2006). The intricate relationships between
monitoring and control in metacognition. Journal of Experimental Psychology:
General, 135, 36-69.
Koriat, A., Ackerman, R., Lockl, K., & Schneider, W. (2008). The memorizing-effort heuristic in judgments of learning: A developmental perspective. Unpublished manuscript,
University of Haifa. Kreutzer, M. A., Leonard, C., & Flavell, J. H. (1975). An interview study of children's
knowledge about memory. Monographs of the Society for Research in Child
Development, 40(159).
Kurtz, B. E., Reid, M. K., Borkowski, J. G., & Cavanaugh, J. C. (1982). On the reliability and
validity of children’s metamemory. Bulletin of the Psychonomic Society, 19, 137-140.
Lockl, K., & Schneider, W. (2004). The effects of incentives and instructions on children’s
allocation of study time. European Journal of Developmental Psychology, 1, 153-169.
Lockl, K., & Schneider, W. (2006). Precursors of metamemory in young children: The role of
theory of mind and metacognitive vocabulary. Interrelationships among theory of
mind, metacognitive vocabulary, and metamemory in young children: A longitudinal
analysis. Metacognition and Learning, 1, 15-31.
Lockl, K., & Schneider, W. (2007). Knowledge about the mind: Links between theory of
mind and later metamemory. Child Development, 78, 148-167.
Martinez, M. E. (2006). What is Metacognition? Phi Delta Kappan, 87(9), 696–699. doi:10.1177/003172170608700916
Metcalfe, J. (2002). Is study time allocated selectively to a region of proximal learning?
Journal of Experimental Psychology: General, 131, 349-363.
Misciones, J. L., Marvin, R. S., O'Brien, R. G., & Greenburg, M. T. (1978). A developmental
study of preschool children's understanding of the words "know" and "guess". Child
Development, 48, 1107-1113.
Myers, M., & Paris, S. G. (1978). Children's metacognitive knowledge about reading. Journal
of Educational Psychology, 70, 680-690
Nelson, T. O. (1996). Consciousness and metacognition. American Psychologist, 51, 102-116.
Nelson, T. O., Dunlosky, J. Graf, A., & Narens, L. (1994). Utilization of metacognitive
judgments in the allocation of study during multitrial learning. Psychological Science,
, 207-213.
Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings.
In G. Bower (Ed.), The psychology of learning and motivation: Advances in research
and theory (Vol. 26, pp. 125-173). Academic Press.
Nelson, T. O., & Narens, L. (1994). Why investigate metacognition? In J. Metcalfe & A. P.
Shimamura (Eds.), Metacognition. Knowing about knowing (pp. 1-25). MIT Press.
Paris, S. G., & Oka, E. R. (1986). Children's reading strategies, metacognition, and
motivation. Developmental Review, 6, 25-56
Pressley, M., Levin, J. R., Ghatala, E. S., & Ahmad, M. (1987). Test monitoring in young
children. Journal of Experimental Child Psychology, 43, 96-111.
Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of
constructively responsive reading. Erlbaum.
Pressley, M., Borkowski, J. G., & Schneider, W. (1989). Good information processing: What
it is and what education can do to promote it. International Journal of Educational
Research, 13, 857-867.
Roberts, K.P. (2000). An overview of theory and research on children’s source monitoring. In
K.P Roberts & M. Blades (Eds.), Children’s source monitoring (pp. 11-58). Erlbaum.
Roebers, C., Moga, N., & Schneider, W. (2001). The role of accuracy motivation on
children's and adults event recall. Journal of Experimental Child Psychology, 78, 313-
Schneider, W. (1985). Developmental trends in the metamemory-memory behavior
relationship: An integrative review. In D. L. Forrest-Pressley, G. E. Mac Kinnon, & T.
G. Wallers (Eds.), Metacognition, cognition and human performance (Vol. 1, pp. 57-
. Academic Press.
Schneider, W. (1998). The development of procedural metamemory in childhood and
adolescence. In G. Mazzoni & T. O. Nelson (Eds.), Monitoring and control processes
in metacognition and cognitive neuropsychology (pp. 1-21). Erlbaum.
Schneider, W., Borkowski, J. G., Kurtz, B. E., & Kerwin, K. (1986). Metamemory and
motivation: A comparison of strategy use and performance in German and American
children. Journal of Cross-Cultural Psychology, 17, 315-336.
Schneider, W., & Lockl, K. (2002). The development of metacognitive knowledge in children
and adolescents. In T.J. Perfect & B.L. Schwartz (Eds.), Applied metacognition (pp.
-257). Cambridge University Press.
Schneider, W., & Lockl, K. (2008). Procedural metacognition in children: Evidence for
developmental trends. In J. Dunlosky & R.A. Bjork (Eds.), A handbook of
metamemory and memory. Erlbaum.
Schneider, W., & Pressley, M. (1997). Memory development between 2 and 20. Erlbaum.
Schneider, W., Schlagmüller, M., & Visé, M. (1998). The impact of metamemory and
domain-specific knowledge on memory performance. European Journal of
Psychology of Education, 13, 91-103.
Schneider, W., Körkel, J., & Weinert, F. E. (1987). The effects of intelligence, self-concept,
and attributional style on metamemory and memory behavior. International Journal of
Behavioral Development, 10, 281-299.
Schneider, W., & Sodian, B. (1988). Metamemory-memory behavior relationships in young
children: Evidence from a memory-for-location task. Journal of Experimental Child
Psychology, 45, 209-233.
Shimamura, A.P. (2000). Toward a cognitive neuroscience of metacognition. Consciousness
and Cognition, 9, 313-323.
Schraw, G. (1994). The effect of metacognitive knowledge on local and global monitoring.
Contemporary Educational Psychology, 19, 143-154.
Sodian, B. (2005). Theory of mind. The case for conceptual development. In W. Schneider, R.
Schumann-Hengsteler, & B. Sodian (Eds.), Interrelationships among working
memory, theory of mind, and executive functions (pp. 95-130). Erlbaum.
Son, L. K., & Metcalfe, J. (2000). Metacognitive and control strategies in study-time
allocation. Journal of Experimental Psychology: Learning, Memory, and Cognition,
(1), 204-221.
Tobias, S., Everson, H. T. (1996). Assessing Metacognitive Knowledge Monitoring. New York College Board, Report No. 96-1.
Weinert, F. E., Schneider, W., & Knopf, M. (1988). Individual differences in memory
development across the life-span. In P. B. Baltes, D. L. Featherman, & R. M. Lerner
(Eds.), Life-span development and behavior (Vol. 9, pp. 39-85). Erlbaum.
Wellman, H.M. (1990). The child’s theory of mind. Cambridge, MA: MIT Press.
Zabrucky, K., & Ratner, H. H. (1986). Children's comprehension monitoring and recall of inconsistent stories. Child Development, 57, 1401-1418.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Anuarul Universitatii "Petre Andrei" din Iasi & LUMEN Publishing House
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journal right of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
