Abstract McCormick presents a brief historical overview of metacognition and its emergence in the early 1970's with a concentration on metamemory. Contemporary research that focuses on underlying metacognitive processes and concepts are reviewed as is research on the role of metacognition in individual and classroom learning. Contemporary research is reviewed on classroom interventions designed to facilitate the development of metacognition. Four areas for future research are outlined: how to more accurately assess metacognition; neuropsychological processes and their relation to metacognition; the role metacognition plays in bilingualism and the education of bilingual students; and how to best integrate metacognition into initial and ongoing teacher preparation programs.
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