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Peer reviewed Peer reviewed
ERIC Number: EJ426170
Record Type: CIJE
Publication Date: 1990
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0009-3920
Understanding and Remembering: Children's Knowledge about the Differential Effects of Strategy and Task Variables on Comprehension and Memorization.
Lovett, Suzanne B.; Flavell, John H.
Child Development, v61 n6 p1842-58 Dec 1990
Assessed first and third graders' and undergraduates' knowledge of strategies appropriate to comprehension and memory. Also assessed their knowledge of task variables affecting comprehension and memorization tasks. Only undergraduates showed understanding of comprehension-memory distinction. Third graders showed some understanding of differential effectiveness of strategies. (BC)
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Style, Comprehension, Elementary School Students, Grade 1, Grade 3, Learning Strategies, Memorization, Memory, Primary Education, Rote Learning, Undergraduate Students, Word Lists, Word Recognition
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Memory Tasks; Rehearsal (Memory); Strategy Choice; Task Characteristics