Este trabajo intenta presentar un esquema para la comprensión de la investigación en metamemoria. En ésta suelen diferenciarse dos aspectos, la autoevaluación y el control. También se distingue la evaluación prospectiva (juicios sobre las respuestas futuras) frente a la retrospectiva (emisión de juicios sobre respuestas ya emitidas). Las estimaciones prospectivas se agrupan en tres categorí as: estimación sobre facilidad de aprendizaje antes del proceso de aprendizaje; estimación de aprendizaje o predicción de la actuación y sensación de saber, que pueden ser emitidos durante o después del aprendizaje. La confianza en la actuación se produce después de que se ha contestado a la prueba de recuerdo. Por su parte, la idea fundamental subyacente al control es que la información obtenida mediante la autoevaluaci ón se utiliza para poner en marcha, mantener o dar por concluida una actividad durante el aprendizaje, tal como puede ocurrir con la asignación del tiempo de estudio.
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