Abstract
Am I ready for the exam on Monday? Will I be ready for the exam if I study all weekend? Did I do well on the exam I’ve just submitted? Should I program my smartphone to remind me to buy milk? Have I remembered all the things I meant to buy, or should I check my shopping list? These examples illustrate that metamemory is ubiquitous in everyday life. Metamemory refers to people’s knowledge about learning and memory processes in general and to the assessment (monitoring) and regulation (control) of these processes as they occur. Ever since Flavell (1971) coined the term metamemory and Nelson and Narens (1990) introduced a seminal theoretical framework to guide its investigation, metamemory has elicited a wealth of research. This research has been done by researchers from various disciplines including cognitive psychology, developmental psychology, educational psychology, and neuroscience, among others. The collection of papers in this topical issue of Zeitschrift für Psychologie provides an overview of methods and research questions that represent important new directions for metamemory research.
| Original language | English |
|---|---|
| Pages (from-to) | 231-232 |
| Number of pages | 2 |
| Journal | Zeitschrift fur Psychologie / Journal of Psychology |
| Volume | 228 |
| Issue number | 4 |
| DOIs | |
| State | Published - Oct 2020 |
Bibliographical note
Funding Information:Monika Undorf was supported by a Margarete von Wrangell fellowship from the state of Baden-Württemberg.
Funding
Monika Undorf was supported by a Margarete von Wrangell fellowship from the state of Baden-Württemberg.
| Funders | Funder number |
|---|---|
| Margarete von Wrangell |