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1 reference
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- Vol 1 RE: App B
- Vol 4 RE: Chapters 1, 2, 4, 17, App A, App C
- Vol 4 TE: App C
- Vol 5 RE: Chapters 6, 14, App B
metacognitive knowledgecognitive monitoringmetacognitive experiencesstrategy knowledgeself-regulationtask monitoringmemory monitoringdevelopmental metacognitionJournal article Evidence summaryAt a glance
Flavell defines metacognition as knowledge and cognition about cognitive phenomena and proposes a framework for cognitive monitoring. Metacognitive knowledge concerns people, tasks, and strategies: what learners know about their own and others’ cognitive characteristics, how task features affect performance, and which strategies may achieve particular goals.
Key ideas
Metacognitive experiences are conscious thoughts or feelings that arise during an activity, such as recognising confusion or sensing that recall is uncertain. Goals and actions interact with this knowledge and experience as learners plan, monitor, select strategies, and regulate cognition. The article draws heavily on developmental evidence showing that young children often possess limited knowledge about memory, comprehension, and communication and do not monitor these processes spontaneously. It proposes a research programme rather than a complete instructional method.
Why it matters
Educational applications therefore require explicit modelling, prompts, strategy knowledge, and opportunities to act on monitoring information; merely asking learners to “be metacognitive” does not ensure accurate judgments or effective control.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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