NotesFAQContact Us
Search Tips
ERIC Number: ED179320
Record Type: Non-Journal
Publication Date: 1979-Sep
Pages: 27
Abstractor: N/A
Reference Count: N/A
Consistency in the Memory Predictions of First, Third, and Fifth Grade Children. Report from the Project on Studies of Instructional Programming for the Individual Student.
Yussen, Steven R.; Berman, Linda
A new approach to the study of memory, "metamemory," takes as its central task the description and explanation of what children know or understand about the nature of memory, the characteristics of their own memories, and the specific techniques they use to store and retrieve information in different task situations. In this study of metamemory, or knowing about knowing, 114 children from first, third, and fifth grade were given four different tasks which assessed their accuracy in predicting future memory. The major goal was to determine if there is cross task consistency in children's metamemorial insight. In addition, actual memory was assessed. Two of the tasks required recall; the remaining two required recognition. For each type, one version involved a word list, the other a sentence list. Contrary to expectation, there was little consistency across tasks in the accuracy with which children predicted recall. Age and type of task did not moderate the weak to modest correlations found. However, in other respects, the findings replicated the major results obtained in previous studies. For recall, children's prediction accuracy increased with age but for recognition there was little change. And for recall (but not for recognition), there was a strong relation between prediction accuracy and actual memory. (Author/RH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.