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This study aims to understand the development of metacognitive ability and memory in children. Metacognition is a higher-order skill which allows users to monitor their own thoughts, actions and abilities (such as monitoring their memory ability) which in turn can help them to adapt their behaviour accordingly (Nelson & Narens, 1990). We are particularly interested in how different measures of metacognition (i.e. explicit and implicit) can inform us about children’s awareness concerning their own memory ability (i.e. what they can remember seeing in a short video clip). This dynamic relationship between metacognition and memory (often referred to as metamemory) is especially important to child eyewitness and interview procedures in the Criminal Justice System.

This study aims to understand the development of metacognitive ability and memory in children. Metacognition is a higher-order skill which allows users to monitor their own thoughts, actions and abilities (such as monitoring their memory ability) which in turn can help them to adapt their behaviour accordingly (Nelson & Narens, 1990). We are particularly interested in how different measures of metacognition (i.e. explicit and implicit) can inform us about children’s awareness concerning their own memory ability (i.e. what they can remember seeing in a short video clip). This dynamic relationship between metacognition and memory (often referred to as metamemory) is especially important to child eyewitness and interview procedures in the Criminal Justice System.