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hortcomings occurred in cognitive aspect. Inter-individual variables refers to one knows there are variables in cognition and other aspects between people. Universal variables means one knows how well he can understand or master something now may not be so easy to him, however he knows he can grasp because cognitive ability can be changed.

Knowledge of task variables refers to scope and requirements of tasks, about nature, quality and goal which cognitive activity have put forward. For example, material of picture is harder than material of words. To comprehend and to deal with such this hard information, it is necessary to proceed carefully and to process deeply.

Knowledge of strategy variables is something about strategy and its usage. How to be effectively achieving goals in sorts of cognitive understandings. This metacognitive aspect of knowledge lies in knowledge about where a strategy can be used and how to apply it. For example, what strategies can be used in cognitive activity, how can strategies have equivalent achievement under different cognitive goals.

At the same time, Flavell (1979) particularly emphasizes interaction of these three categories. These categories are interdependent, not separate. For instance, if a student knows he should use universal thinking to do reading comprehension, however in examination, he would check ability of finding details. He ought adopt the method to mark focal points. Flavell (1987) set up a proper example of the combination of these three categories, “I may sense that I but not my brother would do better to use strategy A rather than B, because the task is of this type rather than that”. Flavell (1979) elaborates that strategies can lead you to select, evaluate, or abandon proper cognitive tasks, and with the help of proper strategies and your own abilities and interests, you can choose the best way to achieve the goals.

Metacognitive experience is other major concept in metacognition. A metacognitive experience can be any kind of effective or cognitive conscious experience which is interrelated to the instruction of intellectual life (Flavell, 1987). Flavell believes metacognitive knowledge and metacognitive experience are interactive in cognitive activity. On the one hand, metacognitive experience can lead to increase, deletion and modification of metacognitive knowledge. That is to say, one can find out goal, strategy, and relation between metacognitive experience and task, then he assimilates these findings into metacognitive knowledge system. On the other hand, metacognitive knowledge can assist one to understand significance of metacognitive experience and the hint which metacognitive experience shows in cognitive activity. Sometimes, metacognitive experience and metacognitive knowledge are overlapping, and some metacognitive experience can be seen as segment of metacognitive knowledge getting into cognition.

3.1.2 Brown’s Framework

Brown’s (1987) framework of metacognition also consists of two parts: metacognitive knowledge and metacognitive regulation or supervision. Metacognitive knowledge refers to one’s knowledge about their cognitive ability and strategies, and knowledge of knowing how to adopt these strategies to the situations in which they can bring their cognitive ability into full play (Brown, 1982). Metacognitive knowledge includes three aspects: d