ABSTRACT
The is to demonstrate the importance of metacognitive control in analogical reasoning. In the first part, I present a review of metacognitive theory with a special emphasis on verbal methods for assessment and training of metacognition. In the second part, analogical reasoning is introduced as a paradigm for transfer of learning. In the last part, I attempt to link the two research domains, metacognition and analogical reasoning, by describing some examples that show how metacognition supports analogical reasoning.
