ERIC Number: ED208958
Record Type: RIE
Publication Date: 1980-May
Reference Count: 0
Children's Understanding of the Relation Between List Length and Study Time: A Study of Metamemory.
Dowler, Jeffrey K.; Allik, Judith P.
The present study was designed to assess kindergarten, second-, and fourth-graders' knowledge of two aspects of metamemory, the effect of list length and the effect of study time, and to relate this knowledge to the children's performance on recall tasks. One hundred and eight elementary school children, 36 from each grade level, were shown pictures in three decks of cards of varying size (5, 10, and 15 items). The pictures, consisting of black and white line drawings of common objects were shown two at a time, and children were asked to predict which deck in each pair would take more (or less) time to learn and why. After making their predictions, children were given picture sets of different lengths to study, one at a time, and were then administered a recall test. There were no significant differences among grades in the ability to predict the relative study periods required to learn the three lists. In addition, children at all grade levels increased their study time with increasing list length; fourth-graders studied significantly longer on the 10- and 15-item lists than did kindergartners and second-graders. Finally, there was a significant relationship between prediction and performance at all grade levels. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Midwestern Psychological Association (52nd, St. Louis, MO, May 1-3, 1980).