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ERIC Number: ED247268
Record Type: RIE
Publication Date: 1984-Apr
Pages: 39
Abstractor: N/A
Reference Count: 0
Training Cognitive-Strategy Monitoring in Children.
Ghatala, Elizabeth S.; And Others
Second-grade children were given general training in monitoring the utility of strategies, the affective consequences of strategy use, or no strategy-monitoring training. They then performed an associative learning task, first without strategy instructions and then with instructions to use either an effective or ineffective strategy. All training conditions produced short-term maintenance of the effective strategy, but only the strategy-utility training resulted in long-term maintenance. Subjects given strategy-utility training abandoned the ineffective strategy at a higher rate than children given strategy-affect or no training. Responses to metamemory questions indicated that only in the strategy-utility condition was strategy efficacy a prime consideration in strategy-use decisions. This experimental evidence bolsters the case for including monitoring instruction in multicomponent training packages aimed at producing durable strategy use. (Author)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Monitoring; Strategy Training
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).