The author considers memory as being composed of four categories. The fourth category--metamemory--refers to the individual's knowledge and awareness of memory or of anything pertinent to information storage and retrieval. It is that aspect of memory that deals with the how and what of memory itself. The paper first presents a model of what could be acquired by the growing child in the domain of metamemory. It then attempts to relate metamemory to other psychological phenomena. The dimensions and aspects of metamemory are elaborated, and some suppositions are made as to how metamemory could be developed. The author develops his theories on the nature and course of metamemory and reviews relevant research and literature which lends support to his formulations. The paper also presents research which provides some information on the development of metamemory and the ways it changes over time. (NG)