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dc.contributor.authorNorman, Elisabeth
dc.contributor.authorPfuhl, Gerit
dc.contributor.authorSæle, Rannveig Grøm
dc.contributor.authorSvartdal, Frode
dc.contributor.authorLåg, Torstein
dc.contributor.authorDahl, Tove Irene
dc.date.accessioned2019-12-09T09:53:07Z
dc.date.available2019-12-09T09:53:07Z
dc.date.issued2019-10-25
dc.description.abstractHow has the concept of metacognition been used within basic and applied psychological research? We begin our answer by presenting a broad definition of metacognition, a historical overview of its development and its presence in research databases. To assess which function and facets are most frequently addressed within each of the sub-disciplines, we present results from separate literature searches. We then review how metacognition has been defined and empirically explored within selected sub-disciplines in terms of typical research questions, conceptual definitions, how the concept has been measured, and examples of interesting findings and implications. We identify similarities, inconsistencies, and disagreements across fields and point out areas for future research. Our overall conclusion is that it is useful to consider metacognition as a broad umbrella concept across different domains and across basic and applied research. Nonetheless, we recommend that researchers be more specific and explicit about their approach and assumptions whenever using metacognition in their research.en_US
dc.description©American Psychological Association, 2019. This paper is not the copy of record and may not exactly replicate the authoritative document published in the APA journal. Please do not copy or cite without author's permission. The final article is available, upon publication, at: <a href=https://doi.org/10.1177/1089268019883821>https://doi.org/10.1177/1089268019883821. </a>en_US
dc.identifier.citationNorman E, Pfuhl G, Sæle RG, Låg T, Svartdal F, Dahl TI. Metacognition in psychology . Review of General Psychology. 2019:1-22en_US
dc.identifier.cristinIDFRIDAID 1741337
dc.identifier.doi10.1177/1089268019883821
dc.identifier.issn1089-2680
dc.identifier.issn1939-1552
dc.identifier.urihttps://hdl.handle.net/10037/16825
dc.language.isoengen_US
dc.publisherAmerican Psychological Associationen_US
dc.relation.journalReview of General Psychology
dc.relation.projectIDNorges forskningsråd: 262338en_US
dc.relation.projectIDinfo:eu-repo/grantAgreement/RCN/FRIMEDBIO/262338/Norway/Too precise or too imprecise: which parameter is gone awry in autism and psychosis//en_US
dc.rights.accessRightsopenAccessen_US
dc.subjectVDP::Social science: 200::Psychology: 260en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Psykologi: 260en_US
dc.titleMetacognition in psychologyen_US
dc.type.versionacceptedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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