Encyclopedia of Clinical Neuropsychology

2018 Edition
| Editors: Jeffrey S. Kreutzer, John DeLuca, Bruce Caplan

Metacognitive Skills

  • Janet P. PattersonEmail author
Reference work entry
DOI: https://doi.org/10.1007/978-3-319-57111-9_897

Definition

Metacognitive skills are strategies applied consciously or automatically during learning, cognitive activity, and communication to manipulate cognitive processes before, during, or after a cognitive activity (Flavell 1976, 1979). Examples are executive function processes such as verbal mediation, self-regulation, planning, judgment, and self-monitoring.

Current Knowledge

Application of metacognitive skills allows one to be aware of one’s own beliefs, attitudes, and experiences, to relate those internal states to the external environment and events in order to construct meaning from information, to infer the mental states of others (theory of mind), and to draw implications about the motives and intentions of others. Metacognitive skills contribute to an individual’s communicative competence during interaction with one or more communication partners through pragmatics or the social use of language. Metacognitive skills in the form of pragmatic skills allow a speaker to...

This is a preview of subscription content, log in to check access.

References and Readings

  1. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231–236). Hillsdale: Erlbaum.Google Scholar
  2. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911.CrossRefGoogle Scholar
  3. Fleming, S. M., & Dolan, R. J. (2012). The neural basis of metacognitive ability. Philosophical Transactions of the Royal Society B, 367(1594), 1338–1349.CrossRefGoogle Scholar
  4. Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition Learning, 5(137), 137–156.CrossRefGoogle Scholar
  5. Metcalf, J. (2009). Metacognitive judgments and control of study. Current Directions in Psychological Science, 18, 159–163.CrossRefGoogle Scholar
  6. Shimamura, A. P. (2000). Toward a cognitive neuroscience of metacognition. Consciousness and Cognition, 9, 313–323.CrossRefPubMedGoogle Scholar
  7. Sohlberg, M. M., & Mateer, C. A. (2001). Management of dysexecutive symptoms. In M. M. Sohlberg & C. A. Mateer (Eds.), Cognitive rehabilitation: An integrative neuropsychological approach (pp. 230–268, 337–369). New York: The Guilford Press.Google Scholar
  8. Veenman, M. V. J., & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task differences. Learning and Individual Differences, 15(2), 159–176.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG (outside the USA) 2018

Authors and Affiliations

  1. 1.Audiology and Speech-Language Pathology ServiceVA Northern California Health Care SystemMartinezUSA