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Metacognition in Autism

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Encyclopedia of Autism Spectrum Disorders

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Definition

“Metacognition” can be thought of as “thinking about thinking.” More specifically, metacognition is characterized as one’s awareness of and ability to regulate one’s own mental states (Flavell 1979). John Flavell (1979), who originally termed the definition, established a taxonomy of metacognition, distinguishing between “metacognitive knowledge,” an individual’s beliefs and knowledge about cognitions (including declarative knowledge, procedural knowledge, and knowledge about strategy use), and “metacognitive skills,” an individual’s ability to assess and control their own cognitive processes. Since Flavell’s seminal work, researchers have reinterpreted and adjusted Flavell’s original definition. Currently, most researchers agree that metacognitive skills involve reflective processes that monitor and increase the efficiency of underlying cognitive processes in a number of ways. Take for example the various adaptive metacognitive processes involved in completing a study...

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Authors and Affiliations

  1. Heriot-Watt University, Edinburgh, Scotland, UK

    Kym Craig

  2. Psychology, University of Stirling, Stirling, Scotland, UK

    Catherine Grainger

Authors
  1. Kym Craig
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  2. Catherine Grainger
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Correspondence to Kym Craig .

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Editors and Affiliations

  1. Yale Child Study Center, New Haven, CT, USA

    Fred R. Volkmar

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Craig, K., Grainger, C. (2020). Metacognition in Autism. In: Volkmar, F. (eds) Encyclopedia of Autism Spectrum Disorders. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-6435-8_102530-1

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  • DOI: https://doi.org/10.1007/978-1-4614-6435-8_102530-1

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