Commentary: How readily can findings from basic cognitive psychology research be applied in the classroom?

The commentary discusses phenomena highlighted in the studies of the special issue such as the hypercorrection effect, overconfidence, and the efficiency of interventions designed to increase monitoring accuracy. The discussion is based on a broader theoretical framework of self-regulation of learning that stresses the inferential character of metacognitive experiences, as posited by the cue utilization approach, the interrelations of metacognition with affect, and the influence of prior knowledge and individual differences factors on monitoring accuracy. The implications of the findings of the studies for learning in the classroom are also pointed out.

► Metacognitive monitoring and control are key processes for efficient self-regulation.
► Often monitoring and control are flawed.
► Overconfidence is an example of inaccurate self-monitoring.
► Self-monitoring is influenced by various cues, affect, and individual difference factors.