Metacognitive control of learning and remembering

Jason R. Finley, Jonathan G. Tullis, Aaron S. Benjamin

Research output: Chapter in Book/Report/Conference proceedingChapter

23 Scopus citations

Abstract

This chapter reviews research on the role of metacognition in self-directed learning, with a particular emphasis on metacognitive control. Learners can regulate their study experience to enhance learning by self-pacing study effectively, devising efficient study schedules, judiciously selecting items for study and re-study, strategically making use of self-testing strategies, accommodating study to anticipated test conditions, and using successful retrieval strategies. We review research that reveals how learners use these strategies in simple laboratory tasks and that suggests how such metacognitive skills can be improved through instruction or experience. We end by addressing the supportive role that information technology can play in the processes by which metacognition influences learning and memory.

Original languageEnglish (US)
Title of host publicationNew Science of Learning
Subtitle of host publicationCognition, Computers and Collaboration in Education
PublisherSpringer New York
Pages109-131
Number of pages23
ISBN (Print)9781441957153
DOIs
StatePublished - Dec 1 2010
Externally publishedYes

ASJC Scopus subject areas

  • Social Sciences(all)
  • Arts and Humanities(all)

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    Finley, J. R., Tullis, J. G., & Benjamin, A. S. (2010). Metacognitive control of learning and remembering. In New Science of Learning: Cognition, Computers and Collaboration in Education (pp. 109-131). Springer New York. https://doi.org/10.1007/978-1-4419-5716-0_6