Metamemory is a type of metacognition that focuses on one's memory and memory processes. This can include deciding whether one is confident that a memory one has retrieved is accurate, or a judgment of whether one has learned enough by studying that one is ready to take a test. Metamemory can guide students' study decisions. When a student makes a decision about how to study material, decides how long to study it, or evaluates whether it has been committed to memory, he or she can be said to be engaging in metamemory. Metamemory is perhaps the most widely investigated category of metacognition. There are other categories, however, such as metacomprehension, that is, evaluating if one has understood a text.

Further reading

• Dunlosky, J., Serra, M. J., & Baker, J. M. C. (2007). Metamemory Applied. In F. Durso (Ed.) Handbook of Applied Cognition. 2nd Edition. (pp. 137-161). Chichester, West Sussex, England: John Wiley & Sons, Ltd.

• Hertzog, C. 1992. Improving memory: The possible roles of metamemory. In D. Herrmann, H. Weingartner, A. Searleman & C. McEvoy (eds.) Memory Improvement: Implications for Memory Theory. New York: Springer-Verlag. pp 61-78.

• The Role of Metamemory and Metamemory Activation in the Development of Mnemonic. Wimmer and Tornquist International Journal of Behavioral Development. 1980; 3: 71-81

See also

• Mnemonic
• Metacognition