Abstract
Abstract This article reviews some recent metacognitive projects inspired by Vygotskian theory. These include research on children's memory development, on the mother‐child dyad, and on the origin and function of adaptive inner speech. Two examples of instructional research with problem learners are given as well. In a final section, concluding the series of three articles to which this one belongs, it is suggested that among the metacognitive issues still moot, the problems of task variables, the relationship between metacognition and motivation, and the transsituational character of metacognition, may profitably be researched within a Vygotskian perspective.
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