Abstract
This paper offers a critical examination of the relationship between metacognition and giftedness. First, the role of metacognition in giftedness is explored in the context of current conceptions of giftedness proposed by different theorists. Second, in an attempt to search for empirical evidence linking metacognitiori to giftedness, various studies of giftedness are reviewed. It is concluded that theoretical and research support is offered for the important role of metacognition in understanding and explaining giftedness. Finally, rather than arguing that the relationship between metacognition and giftedness is clear-cut and conclusive, unresolved issues are discussed and sug gestions for future investigations are made.
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