Book contents
- Frontmatter
- Contents
- List of contributors
- Preface
- 1 Introduction: toward an applied metacognition
- Part 1 Metacognition in learning and education
- Part 2 Metacognition in everyday memory
- Part 3 Metacognition in different populations
- 8 Metacognition in older adults: implications for application
- 9 Sense and sensitivity: metacognition in Alzheimer's disease
- 10 The development of metacognitive knowledge in children and adolescents
- Conclusions
- 11 Metacognition research: an interim report
- References
11 - Metacognition research: an interim report
Published online by Cambridge University Press: 22 September 2009
By
Book contents
- Frontmatter
- Contents
- List of contributors
- Preface
- 1 Introduction: toward an applied metacognition
- Part 1 Metacognition in learning and education
- Part 2 Metacognition in everyday memory
- Part 3 Metacognition in different populations
- 8 Metacognition in older adults: implications for application
- 9 Sense and sensitivity: metacognition in Alzheimer's disease
- 10 The development of metacognitive knowledge in children and adolescents
- Conclusions
- 11 Metacognition research: an interim report
- References
Summary
Recent years have witnessed a trend toward the establishment of metacognition as a field of investigation in its own right that pulls together researchers from a variety of areas. These areas include memory research, developmental psychology, judgment and decision-making, neuropsychology, reasoning and problem solving, social psychology, forensic psychology, educational testing, and consciousness. The few edited volumes that have appeared in recent years on metacognition illustrate the tendency of researchers from disparate areas of investigation to bring their research under the common umbrella of metacognition. This volume is also a witness to this tendency, which I expect to intensify in the years to come.
In this overview chapter, I will begin by pointing out the basic assumptions that seem to underlie much of the experimental work on metacognition. I will then outline several lines of research on metacognition, and show how the chapters in this volume actually reflect the converging influence of these different lines of research. In the main part of the chapter I will focus on the basic issues in metacognition, pointing out some of the contributions of the research reported in this book to the emerging unified field of metacognition.
Basic assumptions
Metacognition, narrowly defined, concerns people's cognitions and feelings about their cognitive states and cognitive processes. However, the term metacognition has been also used more broadly to refer to cognitions about cognition in general, as well as self-regulation processes that take cognitive processes as their object (see Schneider and Lockl, this volume).
- Type
- Chapter
- Information
- Applied Metacognition , pp. 261 - 286Publisher: Cambridge University PressPrint publication year: 2002
References
Barnes, A. E., Nelson, T. O., Dunlosky, J., Mazzoni, G., and Narens, L. (1999). An integrative system of metamemory components involved in retrieval. In D. Gopher and A. Koriat (eds.), Attention and performance ⅩⅦ – cognitive regulation of performance: interaction of theory and application, pp. 287–313. Cambridge, MA: MIT Press
, , , , and (1989). Memory predictions are based on ease of processing. Journal of Memory and Language, 28, 610–632CrossRefGoogle Scholar
Benjamin, A. S., and Bjork, R. A. (1996). Retrieval fluency as a metacognitive index. In L. M. Reder (ed.), Implicit memory and metacognition, pp. 309–338. Hillsdale, NJ: Lawrence Erlbaum Associates
, , and (1998). The mismeasure of memory: when retrieval fluency is misleading as a metamnemonic index. Journal of Experimental Psychology: General, 127, 55–68CrossRefGoogle ScholarPubMed
Bjork, R. A. (1999). Assessing our own competence: heuristics and illusions. In D. Gopher and A. Koriat (eds.), Attention and performance ⅩⅦ – cognitive regulation of performance: interaction of theory and application, pp. 435–459. Cambridge, MA: MIT Press
Bjorklund, D. F., and Douglas, R. N. (1997). The development of memory strategies. In N. Cowan (ed.), The development of memory in childhood, pp. 201–246. Hove, UK: Psychology Press
Bless, H., and Forgas, J. P. (2000). The message within: the role of subjective experience in social cognition and behavior. Hove, UK: Psychology Press
, and (1966). The “tip of the tongue” phenomenon. Journal of Verbal Learning and Verbal Behavior, 5, 325–337CrossRefGoogle Scholar
, and (1996). Confabulation and the control of recollection. Memory, 4, 359–411CrossRefGoogle ScholarPubMed
, , and (1997). Tradeoff of semantic relatedness and degree of overlearning: differential effects on metamemory and on long-term retention. Acta Psychologica, 95, 239–253CrossRefGoogle ScholarPubMed
Cary, M., and Reder, L. M. (in press). Metacognition in strategy selection: giving consciousness too much credit. In P. Chambres, M. Izaute, and P-J. Marescaux (eds.), Metacognition: process, function, and use. Dordrecht, The Netherlands: Kluwer
Chaiken, S., and Trope, Y. (eds., 1999). Dual process theories in social psychology. New York: Guilford Publications
, , and (1991). The failure of memory monitoring in a free recall task. Canadian Journal of Psychology, 45, 523–538CrossRefGoogle Scholar
, , and (1997). Age-related differences in absolute but not relative metamemory accuracy. Psychology and Aging, 12, 50–71CrossRefGoogle Scholar
, and (2002). When false recognition meets metacognition: The distinctiveness heuristic. Journal of Memory and Language, 46, 782–803CrossRefGoogle Scholar
, and (1989). Children's spontaneous allocation of study time: differential and sufficient aspects. Journal of Experimental Child Psychology, 47, 274–296CrossRefGoogle Scholar
, , and (1994). Simultaneous over- and underconfidence: the role of error in judgment processes. Psychological Review, 101, 519–527CrossRefGoogle Scholar
Fischhoff, B. (1982). For those condemned to study the past: heuristics and biases in hindsight. In D. Kahneman, P. Slovic, and A. Tversky (eds.), Judgment under uncertainty: heuristics and biases, pp. 335–351. Cambridge, UK: Cambridge University PressCrossRef
, , and (1977). Knowing with certainty: the appropriateness of extreme confidence. Journal of Experimental Psychology: Human Perception and Performance, 3, 552–564Google Scholar
(1971). First discussant's comments: what is memory development the development of?Human Development, 14, 272–278CrossRefGoogle Scholar
Gardiner, J. M., and Richardson-Klavehn, A. (2000). Remembering and knowing. In E. Tulving and F. I. M. Craik (eds.), The Oxford handbook of memory, pp. 229–244. Oxford, UK: Oxford University Press
, , and (1991). Probabilistic mental models: a Brunswikian theory of confidence. Psychological Review, 98, 506–528CrossRefGoogle Scholar
Gigerenzer, G., Todd, P. M., and ABC Research Group (1999). Simple heuristics that make us smart. New York: Oxford University Press
, and (1987). Inexpert calibration of comprehension. Memory and Cognition 15, 84–93CrossRefGoogle ScholarPubMed
, , and (2002). The strategic regulation of grain size in memory reporting. Journal of Experimental Psychology: General, 131, 73–95CrossRefGoogle ScholarPubMed
, and (1992). The weighing of evidence and the determinants of confidence. Cognitive Psychology, 24, 411–435CrossRefGoogle Scholar
, , and (1977). Some methodological problems with feeling of knowing studies. Acta Pychologica, 41, 365–371CrossRefGoogle Scholar
, and (1998). Memorability judgments for high- and low-frequency words. Memory and Cognition, 26, 951–958CrossRefGoogle ScholarPubMed
(1965). Memory and the feeling-of-knowing experience. Journal of Educational Psychology, 56, 208–216CrossRefGoogle ScholarPubMed
Heider, F. (1958). The psychology of interpersonal relations. New York: Wiley
Holland Joyner, M., and Kurtz-Costes, B. (1997). Metamemory development. In N. Cowan (ed.), The development of memory in children, pp. 275–300. Hove, UK: Psychology Press
, and (1987). Unconscious influences of memory for a prior event. Personality and Social Psychology Bulletin, 13, 314–336CrossRefGoogle Scholar
Jones, E. E., Kanouse, D. E., Kelley, H. H., Nisbett, R. E., Slavin, S., and Weiner, B. (1972), Attribution: perceiving the causes of behavior. Morristown, NJ: General Learning Press
, , and (2000). Naive empiricism and dogmatism in confidence research: a critical examination of the hard–easy effect. Psychological Review, 107, 384–396CrossRefGoogle ScholarPubMed
Kahneman, D., Slovic, P., and Tversky, A. (1982). Judgment under uncertainty: heuristics and biases. Cambridge: Cambridge University Press
Kelley, C. M., and Jacoby, L. (2000). Recollection and familiarity: process dissociation. In E. Tulving and F. I. M. Craik (eds.), The Oxford handbook of memory, pp. 215–228. Oxford, UK: Oxford University Press
, and (1993). Remembering mistaken for knowing: ease of retrieval as a basis for confidence in answers to general knowledge questions. Journal of Memory and Language, 32, 1–24CrossRefGoogle Scholar
(1991). Calibration and probability judgments: conceptual and methodological issues. Acta Psychologica, 77, 217–273CrossRefGoogle Scholar
, , and (1980). Judgments of knowing: the influence of retrieval practice. American Journal of Psychology, 93, 329–343CrossRefGoogle Scholar
(1993). How do we know that we know? The accessibility model of the feeling of knowing. Psychological Review, 100, 609–639CrossRefGoogle ScholarPubMed
Koriat, A. (1995). Dissociating knowing and the feeling of knowing: further evidence for the accessibility model. Journal of Experimental Psychology: General, 124, 311–333CrossRef
Koriat, A. (1997). Monitoring one's own knowledge during study: a cue-utilization approach to judgments of learning. Journal of Experimental Psychology: General, 126, 349–370CrossRef
Koriat, A. (2000). The feeling of knowing: some metatheoretical implications for consciousness and control. Consciousness and Cognition, 9, 149–171CrossRef
Koriat, A., and Bjork, R. A. (submitted). Illusions of competence in monitoring one's knowledge during study: the foresight bias
, and (1996a). Memory metaphors and the real-life/laboratory controversy: correspondence versus storehouse views of memory. Behavioral and Brain Sciences, 19, 167–188CrossRefGoogle Scholar
Koriat, A. and Goldsmith, M. (1996b). Monitoring and control processes in the strategic regulation of memory accuracy. Psychological Review, 103, 490–517CrossRef
, , and (2000). Toward a psychology of memory accuracy. Annual Review of Psychology, 51, 481–537CrossRefGoogle Scholar
, , , and (2001). The credibility of children's testimony: can children control the accuracy of their memory reports?Journal of Experimental Child Psychology, 79, 405–437CrossRefGoogle ScholarPubMed
Koriat, A., and Levy-Sadot, R. (1999). Processes underlying metacognitive judgments: information-based and experience-based monitoring of one's own knowledge. In S. Chaiken and Y. Trope (eds.), Dual process theories in social psychology, pp. 483–502. New York: Guilford Publications
Koriat, A., and Levy-Sadot, R. (2001). The combined contributions of the cue-familiarity and the accessibility heuristics to feelings of knowing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 34–53
, , and (1980). Reasons for confidence. Journal of Experimental Psychology: Human Learning and Memory, 6, 107–118Google Scholar
, , and (2002). Comparing objective and subjective learning curves: judgments of learning exhibit increased underconfidence with practice. Journal of Experimental Psychology: General, 131(2), 147–162CrossRefGoogle ScholarPubMed
Koriat, A., and Shitzer-Reichert, R. (in press). Metacognitive judgments and their accuracy: insights from the processes underlying judgments of learning in children. In P. Chambres, M. Izaute, and P.-J. Marescaux (eds.), Metacognition: process, function, and use. New York: Kluwer
, , and (1975). An interview study of children's knowledge about memory. Monographs of the Society for Research in Child Development, 40 (1, Serial no. 159)CrossRefGoogle Scholar
Lichtenstein, S., Fischhoff, B., and Phillips, L. D. (1982). Calibration of probabilities: the state of the art to 1980. In D. Kahneman, P. Slovic., and A. Tversky (eds.), Judgment under uncertainty: heuristics and biases, pp. 306–334. Cambridge: Cambridge University PressCrossRef
, and (1996). Creating illusions of familiarity in a cued recall remember/know paradigm. Journal of Memory and Language, 35, 197–211CrossRefGoogle Scholar
Maki, R. H. (1998). Metacomprehension of text: influence of absolute confidence level on bias and accuracy. In D. L. Medin (ed.), The Psychology of learning and motivation, Volume 38, pp. 223–248. San Diego, CA: Academic PressCrossRef
, and (1993). Strategies in study time allocation: why is study time sometimes not effective?Journal of Experimental Psychology: General, 122, 47–60CrossRefGoogle Scholar
, and (1995). Judgments of learning are affected by the kind of encoding in ways that cannot be attributed to the level of recall. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 1263–1274Google ScholarPubMed
(2000). Feelings and judgement of knowing: is there a special noetic state?Consciousness and Cognition, 9, 178–186CrossRefGoogle Scholar
Mitchell, K. J., and Johnson, M. K. (2000). Source monitoring: attributing mental experiences. In E. Tulving and F. I. M. Craik (eds.), The Oxford handbook of memory, pp. 179–195. Oxford, UK: Oxford University Press
(1984). A comparison of current measures of the accuracy of feeling-of-knowing predictions. Psychological Bulletin, 95, 109–133CrossRefGoogle ScholarPubMed
, , and (1984). Accuracy of feeling-of-knowing judgments for predicting perceptual identification and relearning. Journal of Experimental Psychology: General, 113, 282–300CrossRefGoogle ScholarPubMed
Nelson, T. O., Graf, A., Dunlosky, J., Marlatt, A., Walker, D., and Luce, K. (1998). Effect of acute alcohol intoxication on recall and on judgments of learning during the acquisition of new information. In G. Mazzoni and T. O. Nelson (eds.), Metacognition and cognitive neuropsychology: monitoring and control processes, pp. 161–180. Mahwah, NJ: Lawrence Erlbaum Associates
Nelson, T. O., and Narens, L. (1990). Metamemory: a theoretical framework and new findings. In G. H. Bower (ed.), The psychology of learning and motivation: advances in research and theory, Volume 26, pp. 125–173. San Diego, CA: Academic PressCrossRef
(1999). How we know – and sometimes misjudge – what others know: imputing one's own knowledge to others. Psychological Bulletin, 125, 737–759CrossRefGoogle Scholar
, and (1977). Telling more than we know: verbal reports on mental processes. Psychological Review, 84, 231–279CrossRefGoogle Scholar
, , and (2000). The rereading effect: metacomprehension accuracy improves across reading trials. Memory and Cognition, 28, 1004–1010CrossRefGoogle ScholarPubMed
(1987). Strategy selection in question answering. Cognitive Psychology, 19, 90–138CrossRefGoogle Scholar
(1988). Strategic control of retrieval strategies. The Psychology of Learning and Motivation, 22, 227–259CrossRefGoogle Scholar
, and (1992). What determines initial feeling of knowing? Familiarity with question terms, not with the answer. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 435–451Google Scholar
Roediger, H. L., and McDermott, K. B. (2000). Distortions of memory. In E. Tulving and F. I. M. Craik (eds.), The Oxford handbook of memory, pp. 149–177. Oxford, UK: Oxford University Press
Ross, L. (1977). The intuitive psychologist and his shortcomings: distortions in the attribution process. In L. Berkowitz (ed.), Advances in experimental social psychology, Volume 10, pp. 174–221. New York: Academic PressCrossRef
Schneider, W., and Bjorklund, D. F. (1998). Memory. In W. Damon, D. Kuhn, and R. S. Siegler (eds.), Handbook of child psychology: cognition, perception, and language, Volume 2, pp. 467–521. New York: Wiley
Schneider, W., and Pressley, M. (1997). Memory development between 2 and 20. New York: Springer-Verlag
(2001). The relation of tip-of-the-tongue states and retrieval time. Memory and Cognition, 29, 117–126CrossRefGoogle ScholarPubMed
Schwartz, B. L., and Metcalfe, J. (1994). Methodological problems and pitfalls in the study of human metacognition. In J. Metcalfe and A. P. Shimamura (eds.), Metacognition: knowing about knowing, pp. 115–135. Cambridge, MA: MIT Press
, and (2001). Metacognition in motor learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 907–912Google ScholarPubMed
, and (2000). Metacognitive and control strategies in study-time allocation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 204–221Google ScholarPubMed
, and (1999). Toward a general model of self-regulated study: an analysis of selection of items for study and self-paced study time. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 1024–1037Google Scholar
, and (1973). Availability: a heuristic for judging frequency and probability. Cognitive Psychology, 5, 207–232CrossRefGoogle Scholar
Weaver, C. A., and Kelemen, W. L. (in press). Comparing processing-based, stimulus-based, and subject-based factors in metacognition: evidence against a general metacognitive ability. In P. Chambres, M. Izaute, and P.-J. Marescaux (eds.), Metacognition: process, function, and use. New York: Kluwer
Yzerbyt, V. Y., Lories, G., and Dardenne, B. (1998), Metacognition: cognitive and social dimensions. London, UK: Sage Publications
- 21
- Cited by