ReviewNPJ science of learning2021
Metacognition: ideas and insights from neuro- and educational sciences.
Review in NPJ science of learning, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 32 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
32 citing papers in PubMed.
- Integrating formative and summative feedback in online situational judgement tests: effects of feedback design on medical students' motivational and cognitive learning factors.Medical education online · 2026Trial
- A Metacognitive Intervention for Children and Adolescents in Neuropediatric Care (Mio-Training): Protocol for a Randomized Controlled Trial.JMIR research protocols · 2026Trial
- Own and others' confidence in social information use.iScience · 2026Article
- Predictive metacognition: a neuro-computational framework for self-monitoring in large language models.Scientific reports · 2026Article
- Dopamine Dynamics in the Nucleus Accumbens Reflect Confidence in Detecting the Occurrence and Nonoccurrence of Visual Signals in Perceptual Decision-Making.The Journal of neuroscience : the official journal of the Society for Neuroscience · 2026Article
- Beyond Cognitive Load Theory: Why Learning Needs More than Memory Management.Brain sciences · 2026Review
- Bridging psychiatric and educational metacognition: a perspective on insight and learning.Frontiers in psychiatry · 2026Article
- Understanding clinical biochemistry through case-based concept mapping by the students.BMC medical education · 2025Article
- Perceptual metacognition and self-esteem: the role of feedback valence in local and global monitoring bias.BMC psychology · 2025Article
- Article
- Unveiling Face Recognition Challenges and Awareness in Autism Spectrum Disorder: Insights from the Italian Famous Face Test (IT-FFT).Journal of autism and developmental disorders · 2025Article
- [Hypochondriacal fears and corona fears among medical students compared to doctors].Psychiatrische Praxis · 2025Article
- Effects of different AI-driven Chatbot feedback on learning outcomes and brain activity.NPJ science of learning · 2025Article
- Cognitive control and metacognitive awareness: do they shape academic achievement in university students?Frontiers in psychology · 2025Article
- Enhancing therapeutic reasoning: key insights and recommendations for education in prescribing.BMC medical education · 2024Review
- Metacognition-Associated Factors in Physical and Occupational Therapy Students: A Cross-Sectional Study.Brain sciences · 2024Article
- The relationship between personality traits, metacognition and professional commitment in Chinese nursing students: a cross-sectional study.BMC nursing · 2024Article
- Beyond metacognition: The dominant role of the general factor of personality in learning adaptation.Heliyon · 2024Article
- The Efficacy of a Metacognitive Training Program in Amnestic Mild Cognitive Impairment: A 6-Month Follow-Up Clinical Study.Healthcare (Basel, Switzerland) · 2024Article
- The future of metacognition research: Balancing construct breadth with measurement rigor.Cortex; a journal devoted to the study of the nervous system and behavior · 2024Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
Metacognition comprises both the ability to be aware of one's cognitive processes (metacognitive knowledge) and to regulate them (metacognitive control). Research in educational sciences has amassed a large body of evidence on the importance of metacognition in learning and academic achievement. More recently, metacognition has been studied from experimental and cognitive neuroscience perspectives. This research has started to identify brain regions that encode metacognitive processes. However, the educational and neuroscience disciplines have largely developed separately with little exchange and communication. In this article, we review the literature on metacognition in educational and cognitive neuroscience and identify entry points for synthesis. We argue that to improve our understanding of metacognition, future research needs to (i) investigate the degree to which different protocols relate to the similar or different metacognitive constructs and processes, (ii) implement experiments to identify neural substrates necessary for metacognition based on protocols used in educational sciences, (iii) study the effects of training metacognitive knowledge in the brain, and (iv) perform developmental research in the metacognitive brain and compare it with the existing developmental literature from educational sciences regarding the domain-generality of metacognition.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.