In this study, we investigated the influence of children's level of executive 
functioning on two types of metamemory knowledge following a traumatic brain 
injury (TBI). For this purpose, 22 children (aged 7 to 14 years) who had 
sustained a moderate to severe TBI and 44 typically developing children were 
recruited. The children with TBI were divided into two groups according to the 
severity of their executive impairment. Injury severity was determined by the 
Glasgow Coma Scale (GCS) score on admission or by the duration of 
unconsciousness. All children were then tested on both their knowledge of 
general memory functioning and their level of memory self-awareness, 
respectively assessed using the total number of correct responses on an adapted 
version of a metamemory interview and a self-other discrepancy score on a 
questionnaire evaluating everyday memory abilities. Data analyses revealed that 
participants with TBI who suffered impaired executive functions demonstrated 
less general metamemory knowledge, and underestimated the frequency of their 
memory problems, compared with children with TBI who had preserved executive 
functions and with control participants. Considering the well-established effect 
of metamemory knowledge on people's spontaneous implementation of strategies, 
the interest and the importance of these findings on both theoretical and 
clinical grounds are discussed.