The dimensions of the broad social-cognitive and metacognitive matrix within which pure cognitions reside are examined. Tangible cognitive actions are the cross products of beliefs held about a task, the social environment within which the task takes place, and the problem solvers' perceptions of self and their relation to the task and environment. Students' verbal behavior in cognitive performance can be analyzed at three levels: analysis of tactical knowledge of facts, procedures, domain-specific knowledge and local heuristics; analysis of control knowledge, strategic behavior and conscious metacognition knowledge; and analysis of consciously and unconsciously held belief systems that drive problem solving behavior. The relationship of the analysis levels, and three sample protocols of implementing problem solving heuristics are discussed. The degree to which students are aware of their knowledge and belief systems is shown to affect the monitoring and assessment of their cognitive strategies and educational growth. (Author/CM)