Essentially, metamemory is metacognition Opens in new window as it applies to memory. Adequate metamemory is an essential prerequisite for memory strategy training because successful self-directed strategy use depends on self-awareness.
Since the regulation of memory functioning is already relegated to general metacogniton, the construct of metamemory is restricted to:
self-awareness of memory strengths and weaknesses;
an understanding of how memory functions; and
memory strategy knowledge, including the self-efficacy of various mnemonics (Bunnell, Baken, & Richards-Ward, 1999).
Young children and those with learning disabilities have limited metamemory.
Poorly developed metamemory is one reason individuals may not allocate sufficient resources or select an adequate strategy, given a demanding memory task. An indication of poorly developed metamemory is when individuals underestimate or overestimate their memory performance before, during, and after a memory task.
Another way to assess metamemory is through an interview or self-report, including asking the individual to self-appreciate memory strengths and weaknesses.
Given its importance, metamemory instruction should precede strategy training or be embedded in strategy training. The crucial elements of metamemory training are:
Using age-appropriate language and concepts, teach the learner about how memory works. Include descriptions of short-term, long-term, and working memory, with an emphasis on how everyone experiences an overloaded working memory and how this leads to forgetting.
Also discuss how learning depends on efficient use of our memory systems. Finally, explain to the child that we have control over our memory systems; for example, consciously organizing information helps us remember it better.
Educate the learner about his or her memory strengths and weaknesses. Begin by explaining memory assessment results in language the child can comprehend.
Once the learner understands his or her memory functioning and how it relates to the task at hand, he or she will be able to accurately appraise the situation and select appropriate strategies.
Discuss the rationale for making an effort to use memory strategies. Explain that learning the procedures in a strategy is not enough; we also need to learn the when, where, why, and how of strategy use.
Conduct some simple memory exercises and ask the learner how he or she tried to remember the information. Provide feedback on the effectiveness of the strategy that was used and talk with the learner about how to self-evaluate effectiveness.
In discussing effectiveness, attribute success to skill and effort (not luck or ability) and to the faithful implementation of the strategy.
Once the learner has acquired rudimentary metamemory, including awareness of which strategies work for him or her, encourage the learner to self-advocate for accommodations and methods that minimize load on working memory. Self-advocacy may strengthen metamemory and reinforce the use of strategies.
