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September 2008 | 344 pages | SAGE Publications, Inc

Metacognition is the first textbook to focus on people's extraordinary ability to evaluate and control their cognitive processes. This comprehensive text covers both theoretical and empirical metacognitive research in educational, developmental, cognitive and applied psychology.

Authors John Dunlosky and Janet Metcalfe address many of the key questions that have inspired scientists to pursue research in this domain. To answer these and many other questions, the authors assess major theoretical themes and programmatic research in the field. The authors also include chapters that define the scope of metacognition and cover its historical origins. Not only do they describe well-received theories about the nature of metacognition, but they also highlight unresolved mysteries currently on the cutting-edge of research.

Key Features

  • Emphasizes the practical relevance of theory and research in metacognition to learning with the use of "Application" boxes
  • Introduces students to important questions that have yet to be answered by the metacognitive research literature with the inclusion of "Mystery" boxes
  • Provides three easy-to-conduct demonstrations (e.g., tip-of-the-tongue experience, delayed-judgment-of-learning effect, etc.) that students can try themselves
  • Offers brief biographies that introduce students to some of the most influential leaders in metacognition
  • Includes a general summary at the end of each chapte

Intended Audience

This text is an ideal resource for undergraduate cognitive psychology students. It also serves as comprehensive handbook for more advanced students and psychological scientists engaged in the study of metacognitive processes.

Chapter 1. Introduction
Chapter 2. History
Comte's Paradox and Turn-of-the-20th-Century Introspection  
Some Shortcomings of Introspectionism  
The Cognitive Renaissance  
The Return of Introspection and the Rise of the Metacognitive School of Psychology  
SECTION 1: Basic Metacognitive Judgments
Chapter 3. Methods and Analyses
Metamemory: Measures and Questions  
Metamemory: Collecting, Analyzing, and Interpreting Data  
Overview of the Remaining Chapters on Basic Metacognitive Judgments  
Chapter 4. Feelings of Knowing and Tip-of-the-Tongue States
Theories About Feeling-of-Knowing Judgments  
Tip-of-the-Tongue States  
Brain Bases of FOK States  
Functions of Feelings of Knowing  
Chapter 5. Judgments of Learning
Do All Monitoring Judgments Tap the Same Information?  
Variables Influencing JOL Accuracy  
Theories About Judgments of Learning  
Function of Judgments of Learning  
Chapter 6. Confidence Judgments
Factors Influencing RC Accuracy  
Theories About Retrospective Confidence  
Function of Retrospective Judgments  
Chapter 7. Source Judgments
Factors That Influence Source-Monitoring Accuracy  
The Source-Monitoring Framework  
Breakdowns of Source and Reality Monitoring  
Brain Bases of Source-Monitoring Judgments  
SECTION 2: Applications
Chapter 8. Law and Eyewitness Accuracy
Confidence and False Memories  
Does Witness Confidence Matter to Jurors?  
Hindsight Bias  
Chapter 9. Education
General Models of Student Self-Regulated Learning  
Student Metacognition in Specific Domains  
SECTION 3: Life-Span Development
Chapter 10. Childhood Development
Development of Theory of Mind  
Development of Metamemory  
Relationship Between ToM and Metamemory  
Chapter 11. Older Adulthood
What Do Older Adults Believe About Memory?  
Aging and Memory Monitoring  
Aging and Control of Learning and Retrieval  
About the Authors

This is a thorough, and at times demanding, account of issues in metacognitive research. Not suited to an undergraduate readership, it would be an effective resource for postgraduate students or teachers with a developed interest in metacognition.

Dr Louise Campbell
Moray House School of Education, Edinburgh University
April 17, 2018

Excellent book that explains a difficult concept (Metacognition) very clearly. Good book as a reference for students

Mr Noel Brick
School of Psychology, Ulster University
October 5, 2015

A useful and insightful text for anyone interested in the study of learning awareness.
Theoretical models and framework provides some stimulating debate and provokes cognitive conceptual challenges. Readers may choose to work through the book from front to back, but would also find it effective in going straight to chapters of interest.
Recommended as an essential text for Psychology and Educational researchers

Mrs Irene Foster
School of Health, McTimoney College of Chiropractic
January 15, 2014

Aspects of this book will be useful to students on the psychology of learning and teaching module. The section on applications of theory to practice is particulalry welcome.

Dr Helen Stivaros
Psychology , Gloucestershire University
February 28, 2012

The content of the book seems high level for my undergraduate students who take "Self-regulated learning" course.

Dr Gonul Kurt
Education, Yeditepe University
January 24, 2012

This book will be very useful for our level 7 students

Mrs Jane Wood
Vocational Education , Edge Hill University
November 19, 2009

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