ABSTRACT
The study of metacognitive phenomena has occupied cognitive psychologists for well over a decade. Metamemory phenomena include various aspects of feeling of knowing (Costermans, Lories, & Ansay, 1992; Eysenck, 1979), ease and degree of learning (Leonesio & Nelson, 1990), and the experience of recall right on the tip of the tongue (Wellman, 1977). Other metacognitive phenomena studied include aspects of reading (Byrd & Gholson, 1985), mathematical reasoning, and problem solving (e.g., Metcalfe, 1986), in both laboratory and everyday settings. Flavell (1979) and others (e.g., Paris & Winograd, 1990) demonstrated that effective learning depends as much on metacognitive skills, such as a learning strategy, as it does on a more nutsand-bolts aspect of memory, such as memory capacity.
