Metamemory is ubiquitous in everyday life: We are confronted with what we know about our own learning and memory processes and how we assess and regulate these processes on a daily basis. The research collated here explores new methods for the study of metamemory (computational neuroimaging, verbal reports as data, and time-based measures) and addresses current and emerging research questions that advance our understanding of the basis, validity, and consequences of metamemory. It indicates links between metamemory and other related concepts, suggests how different perspectives on metamemory may be integrated, and identifies gaps in our knowledge about memory that deserve attention in future research. These new directions are made possible through the knowledge gained from diverse disciplines, including cognitive psychology, developmental psychology, educational psychology, and neuroscience.