ABSTRACT
This chapter discusses on the state of the art regarding developmental trends in procedural metamemory. A more recent theoretical model relating memory monitoring and self-regulation is presented first, followed by an overview of developmental studies focusing on memory monitoring. According to Nelson and Narens, self-monitoring and self-regulation correspond to two different levels of metacognitive processing. Self-monitoring refers to keeping track of where you are with regard to your goal of understanding and remembering. A number of developmental studies have explored children's feeling-of-knowing (FOK) accuracy. Thus, when FOK problems are simply structured and involve highly familiar materials such as faces, even preschoolers evidence the memory-monitoring competence tapped by the FOK task. The chapter concludes with discusses on studies dealing with relations between both components of procedural metacognitive knowledge and memory performance as well as the developmental trends in these relations.
