What is metamemory?
Meta-memory refers to the structures and processes whereby people are able to examine the content of their memories either prospectively or retrospectively & make judgement & commentaries about them. Meta-memory is a type of meta-cognition and is introspective knowledge of one's own memory capabilities and the strategies that can aid memory and the processes involved in memory self-monitoring. This self-awareness has important implications for how people learn and use their memories.
Meta-memorial Knowledge Aspects
- Factual knowledge about memory tasks and processes (that is knowledge about how memory works and about strategy behaviors).
- Memory monitoring which includes awareness of how we typically use our memory as well as awareness about current state of our memory.
- Memory self-efficacy that is our sense of how well we use our memory in demanding situations.
- Memory related affect which refers to emotional states that may be related to or generated by memory demanding situations.
Most theorists distinguish between declarative and procedural components of metamemory. The declarative components corresponds to stat-able knowledge of essential intellectual tasks such as reading and problem solving, knowledge about content and contexts of memory use and conditional knowledge about why and when strategies would be most effective. Procedural knowledge consists of procedural skills necessary to manage memory efficiently including control process such as planning and evaluating and monitoring processes such as judgment of learning.
What role does person, task and strategy variables play in metamemory?
Metamemory is a function of person, task and strategy. The first variable person is concerned about knowledge about one's own and other characteristics limitations and abilities as a memorizer. The ease of learning judgments, the judgment of learning and feeling of knowing judgments are all based on variables.Strategy variables corresponds to knowledge about the utility of mnemonic strategies in one's repertoire. For example the learner is able to judge whether a imagery mnemonic or acronyms or acrostics which one of them will best suit the given task and which generally suits the given task and which generally suits the kind of learner he is.
Finally the task variables includes all of the characteristics about the materials and task demands a person comes to know influence performance. Thus one might know that recognition tests are usually easier than recall tests. It also include the correct assessment of what exactly is the challenge associated with the attempts to master the given task.
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