ABSTRACT
Metacognition depends on working memory, which is the small amount of information that can be temporarily held in mind and used in the execution of cognitive tasks. About half of the variation between individuals is related to differences in their genes. For school-age children with learning disabilities, working memory capacity (but not IQ) predicted learning outcomes two years later. Working memory can be enhanced by training, but is most powerful when combined with metacognitive training. Follow-up studies show sustained gains, with successful near transfer but much less successful far transfer. Anxiety and self-efficacy can also have an effect on the interplay between metacognition and memory.
