Metamemory & Metacognition



Metamemory refers to a person's knowledge about the contents and regulation of memory. The term originally derives from the work of John H. Flavell in the early 1970s. Metamemory enables a person to reflect on and monitor her memory. In addition, metamemorial knowledge plays an important role in planning, allocation of cognitive resources, strategy selection, comprehension monitoring, and evaluation of performance.

This entry begins with a description of the two main structural components of metamemory–declarative knowledge, which enables a person to evaluate the contents of memory, and procedural knowledge, which enables a person to monitor and regulate memory performance. It next summarizes important developmental trends in metamemory, then discusses several important educational implications of metamemory research, including the relationships among metamemory, strategy instruction, and self-regulation.

Read more: Memory - Metamemory - Knowledge, Monitoring, Learning, Performance, Strategy, and Instruction

Metacognition is defined as "cognition about cognition", or "knowing about knowing."[1] It can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem solving.[1] Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition."[2] Differences in metacognitive processing across cultures have not been widely studied, but could provide better outcomes in cross-cultural learning between teachers and students.[3] Some evolutionary psychologists hypothesize that metacognition is used as a survival tool, which would make metacognition the same across cultures.[3] Writings on metacognition can be traced back at least as far as De Anima and the Parva Naturalia of the Greek philosopher Aristotle.[4]
Other Links:
Children's Metamemory

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