Although there is abundant experimental metamemory research on the relation between students' monitoring, regulation of learning, and learning outcomes, relatively little of this work has influenced educational research and practice. Metamemory research, traditionally based on experimental paradigms from cognitive psychology, can potentially contribute to designing and improving educational interventions that foster self-monitoring and self-regulation in children, adolescents, and young adult learners. We describe the metamemory paradigm, and provide a short overview of the insights it has generated with regard to improving metacognitive skills in these groups of learners. Moreover, we summarize the contributions to this special issue on translating insights from cognitive psychology research on metamemory to educational research and practice, and describe possible themes and directions for future research that could further bridge the gap between fundamental and more applied research on metacognition, so as to design effective educational interventions.

Additional Metadata
Keywords Children, Metacognition, Metamemory, Self-monitoring, Self-regulation
Persistent URL dx.doi.org/10.1016/j.learninstruc.2012.01.003, hdl.handle.net/1765/66137
Journal Learning and Instruction
Citation
de Bruin, A.B.H, & van Gog, T.A.J.M. (2012). Improving self-monitoring and self-regulation: From cognitive psychology to the classroom. Learning and Instruction, 22(4), 245–252. doi:10.1016/j.learninstruc.2012.01.003