2009/06/01 by Janet Metcalfe · 2 citations
Neuroscience · Psychology · #Child and Animal Learning Development #Educational Strategies and Epistemologies #Memory Processes and Influences
paper · doi:10.1111/j.1467-8721.2009.01628.x
openalex publication_date 2009/06/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
Recent evidence indicates that people's judgments of their own learning are causally related to their study behavior and not epiphenomenal. I argue here that people use these metacognitions in an effort to selectively study material in their own region of proximal learning. First they attempt to eliminate materials that are already well learned. Then they progress successively from studying easier to more difficult materials. Successful implementation of this metacognitively guided strategy enhances learning. The necessary components are, first, that the metacognitions be accurate, and second, that the appropriate choices are implemented for study. With these parts in place, the individual is in position to effectively take control of his or her own learning.