title: The logical status of metacognitive training.
abstract: It is argued that knowing-how (to perform) is not dependent on knowing-that (knowing propositions about performance). Existing evidence allows any benefits from "metacognitive" training to be attributed to generalization training, not to the announcement of rules. Rules may encourage the subject to learn new tasks, but these tasks must be learned in the contexts of eventual application.
mesh_terms: D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D002653:Child Behavior Disorders / Q000523:psychology / Q000628:therapy*; D003071:Cognition; D005793:Generalization, Psychological; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D012718:Set, Psychology