n the present study, a metamemory assessment procedure measuring a general level of metamemory was proposed. The procedure used a storyplot type of structure. On the basis of the metamemory score, different age group children were divided into high and low metamemory subgroups. In Experiment 1, the performance of high metamemory and low metamemory children differed significantly when the demand of the memory task fell within children's knowledge of memory, supporting the validity of the procedure. It did not differ in Experiment 2, when the memory task required the use of a more sophisticated strategy, where knowledge was not tapped through the metamemory task. Moreover, while telling children which strategy had to be used did not differentiate the performance of the two metamemory groups, giving children a practice training on the use of the strategy (Experiment 3) differentiated high and low metamemory children in terms of their ability to generalise the use of the strategy through a near-transfer memory task.

On Metamemory-Memory Relationship: Strategy Availability and Training / Cornoldi, Cesare; Mazzoni, Giuliana; Gobbo, Camilla. - In: INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT. - ISSN 0165-0254. - 14:1(1991), pp. 101-121. [10.1177/016502549101400106]

On Metamemory-Memory Relationship: Strategy Availability and Training

Mazzoni, Giuliana;
1991

Abstract

n the present study, a metamemory assessment procedure measuring a general level of metamemory was proposed. The procedure used a storyplot type of structure. On the basis of the metamemory score, different age group children were divided into high and low metamemory subgroups. In Experiment 1, the performance of high metamemory and low metamemory children differed significantly when the demand of the memory task fell within children's knowledge of memory, supporting the validity of the procedure. It did not differ in Experiment 2, when the memory task required the use of a more sophisticated strategy, where knowledge was not tapped through the metamemory task. Moreover, while telling children which strategy had to be used did not differentiate the performance of the two metamemory groups, giving children a practice training on the use of the strategy (Experiment 3) differentiated high and low metamemory children in terms of their ability to generalise the use of the strategy through a near-transfer memory task.
File allegati a questo prodotto
Non ci sono file associati a questo prodotto.

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/1189769
 Attenzione

Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo

Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus 21
  • ???jsp.display-item.citation.isi??? 16
social impact