Through metacognitive monitoring and control, persons can regulate and optimize their cognitive processes. To better understand metacognitive processes and the development of metacognition, we address the following questions:
- How do skills to monitor and control cognition develop during childhood and adolescence?
- How can we reliably measure metacognitive monitoring and control on-task?
- How important are metacognitive skills for school learning?
- Why are there individual differences in metacognition?
- How can we identify children at risk for low metacognition and developmental delays in metacognition?
- How can we improve metacognition? We address and aim to answer these questions using on-task measurement of metacognition and longitudinal research methods.