The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Metacognitive Development
Abstract
Traditional developmental research in memory and reasoning, as well as current investigations in such disparate areas as theory of mind, episte-mological understanding, knowledge acquisition, and problem solving, share the need to invoke a meta-level of cognition in explaining their respective phenomena. The increasingly influential construct of metacognition can be conceptualized in a developmental framework. Young children's dawning awareness of mental functions lies at one end of a developmental progression that eventuates in complex metaknowing capabilities that many adults do not master. During its extended developmental course, metacognition becomes more explicit, powerful, and effective, as it comes to operate increasingly under the individual's conscious control. Enhancing (a) metacognitive awareness of what one believes and how one knows and (b) metastrategic control in application of the strategies that process new information is an important developmental and educational goal.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“indicating that reflective use and critical thinking represent complementary but distinct higher-order processes.”
From Generative AI and Learning Dynamics in Higher Education: A Longitudinal Empirical Study (2026) · cites this paper as Kuhn 2000
Citations
Cites
Vygotsky, L. S. (1964) · Bulletin of the Orton Society · doi:10.1007/bf02928399 · Cited by 20,704
Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry
Flavell, J. H. (1979) · American Psychologist · doi:10.1037/0003-066x.34.10.906 · Cited by 11,282 · cited 1×
“Flavell (1979) expressed a broad vision in this respect: It is at least conceivable that the ideas currently brewing in this area could someday be parlayed into a method teaching children (and adults) to make wise and thoughtful life decisions as well as to comprehend and learn better in formal…”
Emerging Minds: The Process of Change in Children's Thinking
Siegler, R. S. (1996) · doi:10.1093/oso/9780195077872.001.0001 · Cited by 799
Research works printed but not linked: 13
- 10.1037/0003-066X.52.4.399 · DOI · Paper page
- 10.1207/s1532690xci1501_1 · DOI
- 10.1006/drev.1997.0442 · DOI
- 10.1146/annurev.psych.50.1.21 · DOI
- 10.3102/00346543067001088 · DOI · Paper page
- 10.1111/j.1467-9280.1995.tb00322.x · DOI
- Kuhn D., Mechanisms of cognitive development: Neural and behavioral perspectives
- 10.2307/1166059 · DOI
- 10.1016/S0885-2014(98)90040-5 · DOI
- 10.1207/S15327647JCD0101N_11 · DOI
- 10.1207/s15326985ep2801_2 · DOI
- 10.1037/11193-000 · DOI
- 10.1111/1467-8721.ep10774761 · DOI
Cited by
How can primary school students learn self-regulated learning strategies most effectively?
Dignath, C., Buettner, G., & Langfeldt, H.-P. (2008) · Educational Research Review · doi:10.1016/j.edurev.2008.02.003 · Cited by 903
Emotional design in multimedia learning: Effects of shape and color on affect and learning
Plass, J. L., Heidig, S., Hayward, E. O., Homer, B. D., & Um, E. (2014) · Learning and Instruction · doi:10.1016/j.learninstruc.2013.02.006 · Cited by 550
An evaluation of dual-process theories of reasoning
Osman, M. (2004) · Psychonomic Bulletin & Review · doi:10.3758/bf03196730 · Cited by 444
Mrazek, M. D., Phillips, D. T., Franklin, M. S., Broadway, J. M., & Schooler, J. W. (2013) · Frontiers in Psychology · doi:10.3389/fpsyg.2013.00560 · Cited by 400
Rapanta, C., Garcia-Mila, M., & Gilabert, S. (2013) · Review of Educational Research · doi:10.3102/0034654313487606 · Cited by 228
Metadata
- Authors
- Kuhn, D.
- Affiliations
- Teachers College, Columbia University, New York, New York
- Venue
- Current Directions in Psychological Science
- Publisher
- SAGE Publications
- Published
- 2000-10
- Volume
- 9
- Issue
- 5
- Pages
- 178-181
- ISSN
- 0963-7214
- 1467-8721
- Cited by
- 555
- References
- 3
- Language
- en
- Licence
- journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Metacognitive Development. https://app.cochat.ai/papers/10.1111/1467-8721.00088
- The paper
- Kuhn, D. (2000). Metacognitive Development. Current Directions in Psychological Science. https://doi.org/10.1111/1467-8721.00088
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
