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Metacognitive function poststroke: a review of definition and assessment
  1. Mona Al Banna1,
  2. Noor Abdulla Redha1,
  3. Fatema Abdulla2,
  4. Bindhu Nair1,
  5. Claire Donnellan1,3
  1. 1School of Postgraduate Studies and Research, Royal College of Surgeons in Ireland—Medical University of Bahrain, Busaiteen, Bahrain
  2. 2Department of Clinical Neurosciences, Salmaniya Medical Complex, Manama, Bahrain
  3. 3School of Nursing and Midwifery, Trinity College Dublin, Ireland
  1. Correspondence to Dr Mona Al Banna, School of Postgraduate Studies and Research, Royal College of Surgeons in Ireland—Medical University of Bahrain, P.O. Box 15503, Adliya, Bahrain; monaalbanna{at}


Metacognition is the conscious knowledge individuals have about their own cognitive capacities and the regulation of these activities through self-monitoring. The aim of this review was to identify the definitions and assessment tools used to examine metacognition in relation to stroke studies. A computer database search was conducted using MEDLINE, CINAHL, PsycINFO, Cochrane Reviews, Scopus and Web of Science. A total of 1412 publications were retrieved from the initial database search. Following the removal of unrelated articles, 34 articles remained eligible. 5 studies examined metacognition in relation to cognitive and/or emotional functioning, 4 examined the concept in relation to memory, while others investigated its relationship to driving, employment or restrictions in daily living. 12 studies examined metacognitive function exclusively in stroke. Only 1 study examined metacognition in the acute phase of stroke. 7 studies adhered to the standard definition of metacognition in line with the neuropsychological literature. The main assessment tools utilised included the Self-Regulation and Skills Interview (SRSI), the Self-Awareness of Deficits Interview (SADI), the Awareness Questionnaire (AQ) and the Patient Competency Rating Scale (PCRS). Assessment of metacognition has tended to focus on traumatic and other acquired brain injury in comparison to stroke. The majority of the studies that examined metacognition in stroke did not assess patients in the acute phase. The heterogeneity of assessment tools was in keeping with the variation in the definition of metacognition. The emergence of a standard metacognitive assessment tool may have important implications for future rehabilitative programmes.


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