Linked from

The 36 pages that link to Metacognition, each with the reason it gives.

• MindfulnessRelated: Mindfulness can make thoughts and attention themselves objects of awareness.

• LearningRelated: Metacognitive judgments can guide study choices, though they are not always accurate.

• Educational psychologyRelated: Learners’ monitoring and adjustment of their strategies shape how effectively they study.

• Critical thinkingRelated: Monitoring one's reasoning helps reveal haste, gaps, and inconsistent standards.

• Experiential learningRelated: Learners monitor what an experience taught them and what remains uncertain.

• IntrospectionRelated: Introspection often involves judging what one knows, feels, or is thinking.

• ImaginationRelated: It helps distinguish imagined content from perception and memory.

• Mathematics educationRelated: Learners use it to check strategies, judge progress, and revise their approaches to problems.

• PedagogyRelated: Teaching can cultivate learners' ability to monitor and direct their learning.

• Self-regulationRelated: Monitoring one’s understanding can prompt changes in strategy or effort.

• ExpertiseRelated: Experts monitor what they know, detect uncertainty, and adjust their strategies.

• Cognitive restructuringRelated: Examining a thought as a mental event requires stepping back from its immediate content.

• Learning by doingRelated: Learners use metacognition to monitor strategies and interpret the results of their actions.

• BlindsightRelated: Blindsight raises questions about how confidence and awareness relate to perceptual performance.

• Self-awarenessRelated: It extends self-awareness to judgments about one’s knowledge, uncertainty, and reasoning.

• Intolerance of uncertaintyRelated: Beliefs about whether worry prevents surprises can connect uncertainty to repetitive thought.

• Mental modelRelated: It helps people examine the assumptions and limits of their own mental models.

• Problem-based learningRelated: Learners monitor what they know, what they need, and how their investigation is progressing.

• Reflective practiceRelated: Reflective practice uses metacognitive monitoring to examine judgments and assumptions.

• Lucid dreamingRelated: Recognizing a dream as a dream is metacognition occurring during sleep.

• Self-directed learningRelated: Learners use it to judge what they understand and what to do next.

• Self-regulated learningRelated: Monitoring and adjusting learning depend on awareness of one’s thinking.

• Self-referenceNarrower topic: Metacognition is self-directed thought in minds, not necessarily a statement or system referring to itself.

• Dunning–Kruger effectNarrower topic: The effect concerns gaps between actual performance and judgments about that performance.

• InsightRelated: Assessing insight often involves judging how accurately someone evaluates their beliefs.

• Overconfidence effectNarrower topic: Overconfidence is a failure of monitoring how well one's judgments are supported.

• Primate cognitionRelated: Experiments test whether primates respond to uncertainty as well as to external cues.

• Cognitive behavioral therapy for psychosisRelated: Noticing thoughts as mental events can loosen the grip of threatening interpretations.

• Intrusive thoughtNarrower topic: Beliefs about what thoughts mean shape how intrusive thoughts are experienced.

• Testing effectRelated: Retrieval exposes gaps that rereading can leave hidden.

• Illusory superiorityNarrower topic: Accurate self-assessment depends partly on noticing what one knows and where performance fails.

• Intrapersonal communicationRelated: Monitoring thought lets people notice and adjust their internal messages.

• Obsessive thoughtNarrower topic: Beliefs about what a recurring thought means can shape how threatening or controllable it feels.

• Google effectRelated: Beliefs about future access shape decisions about what deserves encoding.

• Note-takingRelated: Reviewing notes can reveal gaps in understanding and guide further study.

• Worse-than-average effectNarrower topic: Assessing competence on unfamiliar tasks requires judgments about one's own knowledge.