Proceedings of the Annual Meeting of the Cognitive Science Society

Metacognition can improve with practice, yet the mechanisms underlying metacognitive skill learning remain unclear and lack a robust theoretical framework. We propose that metacognitive skill learning can be largely explained by the skill acquisition model advanced by Fitts (1964) and Anderson (1982). While this model has been successful within the domains of motor skill and cognitive skill, it has not yet been applied to metacognitive skill. This novel framework can help to explain metacognitive skill learning, its cognitive underpinnings, and shed light on otherwise unexplainable empirical data.