Abstract
Abstract In this article it is demonstrated that topics discussed in contemporary metacognitive research are integral parts of Vygotsky's (1978, 1986) theory of cognitive development. This conclusion is reached through a discussion of Vygotsky's views of self‐regulation, the relationship between self‐awareness and self‐regulation, and the relationship between awareness/regulation on the one hand and cognitive process on the other. The uniqueness of a Vygotskian approach to metacognition is also specified. This uniqueness resides in Vygotsky's focus on the sign system of human language, on the linguistic tools of thought and the central role they play in mediating cognitive performance.
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