ERIC Number: ED257572
Record Type: Non-Journal
Publication Date: 1985-Apr
Reference Count: N/A
Metacognition and the Development of Strategic Skills in Impulsive and Reflective Children.
Kurtz, Beth E.; Borkowski, John G.
Examined were relationships between metamemory and strategic behavior in 130 impulsive and reflective children in fourth, fifth, and sixth grades. Of these, 77 had been tested 3 years earlier on multiple metamemory and memory tasks. At pretraining, children were assessed on metamemory, cognitive tempo, summarization skills, and teacher ratings of impulsive behavior in the classroom. Children in three experimental groups received prose summarization instructions, summarization instructions in conjunction with meta-cognitive training about the importance of a reflective approach to learning, or no instructions. Following training, children were again measured on tempo, summarization skills, and teacher ratings of impulsivity. Analyses of academic strategy use indicated superior performance for children who had received both summarization and metacognitive training. Causal modeling analyses showed early metamemory as a causal antecedent of later strategy acquisition. Discussion highlights the dual importance of metacognitive knowledge as a precursor of later strategy acquisition and metacognitive skills as the "executor" for lower-level strategies. (Author/RH)
Descriptors: Cognitive Development, Conceptual Tempo, Elementary School Students, Grade 4, Grade 5, Grade 6, Intermediate Grades, Longitudinal Studies, Metacognition, Parochial Schools, Performance Factors, Student Evaluation, Transfer of Training
Max Planck Institute for Psychological Research, Leopoldstrasse 24, 8000 Munich 40, Federal Republic of Germany.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A