Metacognition: Thinking about thoughts in children's comprehension of television

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Abstract
This essay reviews research concerning several aspects of metacognition as mediating constructs in children's comprehension of television. Meta‐atten‐tion, metamemory, meta‐social cognition, and cognitive monitoring are examined with respect to their potential for resolving conflicting conclusions regarding developmental trends in attention, effortful viewing, scripts for comprehension, and other problems surrounding cognition and television comprehension. Four propositions which address these issues are presented, with priorities for further research involving individual differences in metacognitive abilities as explanatory processes for various receivership skills. The essay concludes with a discussion of the methodological limitations involved in the assessment of metacognition.