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- Vol 2 RE: App D
- Vol 4 RE: Chapters 1, 2, 4, 8, 17, App C
- Vol 4 TE: App C
- Vol 7 PE: App D
metacognitionjudgments of learningfeelings of knowingconfidence calibrationsource monitoringretrieval monitoringcognitive controlBook Evidence summaryAt a glance
Dunlosky and Metcalfe survey metacognition: people’s knowledge, monitoring, and control of their own cognitive processes. The book explains major judgements—including feelings of knowing, judgements of learning, confidence, source judgements, and tip-of-the-tongue experiences—and the experimental methods used to measure their accuracy.
Key ideas
Monitoring matters because learners use subjective assessments to decide what to study, when to stop, what to retrieve, and whether an answer is reliable, yet confidence can be systematically biased by fluency, familiarity, delay, cues, and task conditions. Chapters connect theory with education, eyewitness evidence, childhood, and ageing. Effective control requires not simply reflecting more but basing judgements on diagnostic evidence and selecting actions that improve later performance. Educational implications include delaying self-assessment when appropriate, using retrieval to reveal learning, comparing predictions with outcomes, and teaching learners how cues can mislead.
Why it matters
The text treats metacognition as multiple interacting processes rather than a single general skill or accurate inner observer.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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