ERIC Number: ED243940
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
The Effects of Intelligence, Self-Concept, and Attributional Style on Metamemory and Memory Behavior: A Developmental Study. Paper 1.
Schneider, Wolfgang; And Others
The influence of intelligence, self-concept, and causal attributions on metamemory and the metamemory-memory behavior relationship in grade-school children was studied. Following the assessment of intelligence, self-concept, and causal attributions, 105 children each from grades 3, 5, and 7 were given a metamemory interview and a sort-recall task. Metamemory, strategy, and recall scores increased with age. The correlation between general metamemory, strategy use, and memory performance with intelligence, self-concept, and causal attributions partialled out was significant, irrespective of age. Additional analyses using a causal modeling approach (LISREL) showed that intelligence and (to a lesser degree) self-concept and attributional style had an impact on metamemory in all age groups, but that metamemory did have a significant direct effect on memory behavior and/or memory performance. The study therefore provides support for the assumption that metamemory remains an important predictor of memory behavior and performance even after the influence of conceptually related constructs have been taken into account. (Author)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: Max-Planck-Inst. for Psychological Research, Munich (West Germany).
Identifiers: Cattell Culture Fair Intelligence Test; Cognitive Abilities Test
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).