ABSTRACT
This chapter discusses the relationship between metacognitive monitoring and metacognitive control. Underlying the growing interest in metacognition is the assumption that metacognitive feelings are not mere epiphenomena but exert causal effects on the regulation of cognitive processes and behavior. It examines the results that have some bearing on the thesis. The chapter explains that the monitoring may actually be based on the feedback from control operations. It talks about the curious observation of the relationship between study time (ST) and judgments of learning (JOLs) during the self-paced study of paired associates. The chapter analyses the work and, the evidence for the mediating role of attribution comes from people's ability to respond differentially to cognitive effort depending on its presumed source. It also describes the distinction between data-driven and goal-driven regulation, and highlights the challenge that the distinction poses for people's online monitoring of their own performance.
