This paper explores the concept of metamemory, generally defined as the individual's knowledge of and awareness of memory. The concept of metamemory is compared to three other categories of memory and a model of what the growing child could conceivably acquire in the domain of metamemory is presented. Brief reviews of existing research relations between metamemory and other psychological phenomena, with special reference to strategic memory behavior. Finally, some propositions about how metamemory might be acquired are offered. (Author/ED)