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date: 18 February 2020

Abstract and Keywords

Metamemory refers to one’s knowledge and understanding of how learning and memory operate, as well as the interplay between the monitoring and controlling of one’s own memory and learning. This chapter reviews and evaluates the current state of metamemory research—basic, applied, and survey—with respect to its educational implications. Among the relevant aspects of metamemory discussed are the growing number of findings that, although people’s beliefs and ongoing assessments of their own learning can be sometimes quite accurate, they can also be very much at odds with their actual learning and create illusions of competence that can lead to the adoption of ineffective learning strategies. The chapter gives special consideration to procedures that might help foster metamemorial sophistication, with the goal of optimizing self-regulated learning. It concludes with some general remarks regarding the educational implications of metamemory research and offers some promising directions for future research.

Keywords: metamemory, education, memory, learning, students

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