Metamemory monitoring, or the ability to introspect on the accuracy of one's memories, improves considerably during childhood, but the underlying neural changes and implications for intellectual development are largely unknown. The present study examined whether cortical changes in key brain areas hypothesized to support metacognition contribute to the development of metamemory monitoring from late childhood into early adolescence. Metamemory monitoring was assessed among 7-to 12-y-old children (n = 145) and adults (n = 31). Children returned for up to two additional assessments at 8 to 14 y of age (n = 120) and at 9 to 15 y of age (n = 107) (n = 347 longitudinal scans). Results showed that metamemory monitoring continues to improve from childhood into adolescence. More pronounced cortical thinning in the anterior insula and a greater increase in the thickness of the ventromedial prefrontal cortex over the three assessment points predicted these improvements. Thus, performance benefits are linked to the unique patterns of regional cortical change during development. Metamemory monitoring at the first time point predicted intelligence at the third time point and vice versa, suggesting parallel development of these abilities and their reciprocal influence. Together, these results provide insights into the neuroanatomical correlates supporting the development of the capacity to self-reflect, and highlight the role of this capacity for general intellectual development.episodic memory | metacognition | confidence | cortical thickness | intelligence T he ability to introspect on memory accuracy, or metamemory monitoring (1), is essential for guiding learning and decision making (2). If a student does not feel confident about the material for an upcoming examination, she may decide to revisit the material; similarly, an eyewitness may refrain from volunteering potentially incriminating information if he recognizes that his memory is uncertain.Cross-sectional studies have demonstrated improvements in metamemory monitoring during the elementary school years, with older children's confidence judgments showing greater discrimination between accurate and inaccurate memories than younger children's (3-6). However, it remains an open question as to whether this development extends into adolescence when affective processes might alter or influence behavioral regulation (7). The structural brain changes that support metamemory development are also largely uncharted. This limitation is significant in the literature because understanding how metamemory develops into adolescence and how it is related to brain development can help elucidate factors that foster or limit learning and decision making at a time when children become increasingly independent learners and problem solvers.Research in adults can help formulate predictions about the brain regions that support the development of metamemory monitoring. In adults, individual differences in metacognitive monitoring have been associated with structural differences in the anterior...