Using five metamemory question types and the Counting Span Test (CST), this research investigated the effects of metamemory task demands, and the relationship of the amount of information one can hold in working memory to metamemory question performance. One hundred twenty kindergarten, first, third, and fifth grade children served as subjects. The amount of information in each metamemory question was systematically varied by the number of options and the number of metamemory variables nested within each option. In the analysis of metamemory data, the main effects of grade level and question type were significant, as was the interaction. The measure of information storage capacity (CST results) increased with age, and was significantly related to metamemory performance. Effects of gender and gender-grade interaction were not significant. It was concluded that an explanation which incorporates the complex relationships between knowledge, tasks, and information processing constructs is most appropriate. The results support Brown's (1978) contention that systematic investigation of task demands is a critical aspect of future theoretical work in metamemory. (Author/BS)