Metamemory or Socratic awareness, a type of metacognition, is both the introspective knowledge of one's own memory capabilities (and strategies that can aid memory) and the processes involved in memory self-monitoring.[1] This self-awareness of memory has important implications for how people learn and use memories. When studying, for example, students make judgments of whether they have successfully learned the assigned material and use these decisions, known as "judgments of learning", to allocate study time.[2]
- ^ Pannu, J. K.; Kaszniak, A. W. (2005). "Metamemory Experiments in Neurological Populations: A Review". Neuropsychology Review. 15 (3): 105–130. doi:10.1007/s11065-005-7091-6. PMID 16328731. S2CID 16023111.
- ^ Nelson, T.O. (1990). "Metamemory: A theoretical framework and new findings" (PDF). The Psychology of Learning and Motivation. Vol. 26. Academic Press. pp. 125–173.