J. H. Flavell was probably the first to use the term metacognition when suggesting that it “refers to one’s knowledge concerning one’s own cognitive processes or anything related to them (e.g., the learning-relevant properties of information or data). For example, I am engaging in metacognition if I notice that I am having more trouble learning A than B; or if it strikes me that I should double check C before accepting it as fact.” That was in 1976.
In essence, metacognition means “cognition about cognition”, “thinking about thinking”, “knowing about knowing”, becoming “aware of one’s awareness” and higher-order thinking skills. The term comes from the root word meta, meaning “beyond.”Metacognition can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem-solving. There are generally two components of metacognition: (1) knowledge about cognition and (2) regulation of cognition.
Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition. Academic research on metacognitive processing across cultures is in the early stages, but there are indications that further work may provide better outcomes in cross-cultural learning between teachers and students.
Some evolutionary psychologists hypothesize that humans use metacognition as a survival tool, which would make metacognition the same across cultures. Writings on metacognition date back at least as far as two works by the Greek philosopher Aristotle (384-322 BC): On the Soul and the Parva Naturalia.