Metamemory: A Critical Examination

Abstract

CAVANAUGH, JOHN C., and PERLMUTTER, MARION. Metamemory: A Critical Examination. CHILD DEVELOPMENT, 1982, 53, 11-28. This paper provides a critical examination of the current status of metamemory. A review of background influences, current conceptualizations, research methods, and some research findings is provided. Several limitations of metamemory are noted. In particular, there is no clear definition of the concept, assessment methods are inadequate, research has not gone beyond a demonstration stage, and a strong relationship between memory and metamemory generally has not been substantiated. Several issues that need to be addressed in a reconceptualization of metamemory are discussed. These issues include new assessment methods, redirection of research, predictions and testable hypotheses about the relationship between metamemory knowledge and memory performance, and the origins of metamemory. Although in its present form metamemory has little utility, a revised analysis of metamemory could have an important influence on conceptualizations of memory.