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- Vol 4 TE: App C
metamemorymetacognitive monitoringmetacognitive controljudgments of learningfeeling of knowingstudy regulationretrieval monitoringBook chapter Evidence summaryAt a glance
Nelson and Narens propose an influential architecture for metamemory in which cognition is divided into an object level and a meta level. Information about ongoing cognition flows upward through monitoring, while control commands flow downward to regulate actions such as study, search, and termination.
Key ideas
The framework distinguishes prospective judgements—including ease of learning and judgements of learning—from retrospective confidence and feeling-of-knowing judgements. It also separates acquisition, retention, and retrieval, showing that monitoring accuracy and control can differ across phases. Experimental findings on recall, recognition, and self-paced study demonstrate that people possess useful but imperfect knowledge about their own memory. A learner may accurately predict recognition of an unrecalled answer while still choosing ineffective study allocation.
Why it matters
For education, the model explains why reflection alone is insufficient: learners need cues that improve monitoring and strategies that convert judgements into productive control. Practice tests, delayed judgements, feedback, and explicit study choices can help align perceived and actual learning.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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