When is Metacognition Helpful, Debilitating, or Benign?

Abstract

Suggests that functional analysis of metacognition should be anchored in a theory, should be sensitive to changes due to development and learning, should identify context and motivating conditions, should be interpreted relative to sociocultural practices of the local community, and should examine the potential consequences of specific metacognitions. This chapter argues that attention to these 5 factors may allow researchers to identify the circumstances that make metacognitions useful, harmful, or innocuous for the person. It begins with an historical analysis of metacognition and proceeds to a functional analysis of metacognition in children's thinking. (PsycINFO Database Record (c) 2009 APA, all rights reserved) (from the chapter)