Resumen

CRESPO, Nina María. La Metacognición: Las diferentes vertientes de una Teoría. Rev. signos [online]. 2000, vol.33, n.48, pp.97-115. ISSN 0718-0934.  http://dx.doi.org/10.4067/S0718-09342000004800008.

The aim of the present anticle is to consider the main contributions coming from the different theoretical currents to enrich the concept of metacognition, trying to explain why many authors consider it a fuzzy concept, with no clear-cut delimitation. Four theories are considered; two of them correspond to developmental psychology: one deals with the ideas small children have about mind and cognition ("theory of the mind"), the other considers metacognition as a natural development of the adolescent mind. The other two theories can be adscribed to the perspective of information processing: one pertains to the research on memory known as "Feeling of knowing" , the other focuses on metacognition relating to reading comprehension and tries to establish a clear distinction between metacognitive knowledge and regulation.