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ERIC Number: ED261790
Record Type: Non-Journal
Publication Date: 1985-Mar
Pages: 12
Abstractor: N/A
Reference Count: N/A
Generalized Metacognitive Training in Children.
Wang, Alvin Y.; Richarde, R. Stephen
Aiming to show that improved learning can take place when children use self-monitoring and evaluation skills, this study represents a relatively new approach toward helping children "learn to learn." Among 60 second grade students, two questions were explored: (1) Is it possible that with proper training young children who ordinarily do not monitor their cognitive activities can be encouraged to do so? and (2) If metacognitive training is feasible, will these newly acquired self-observing skills enable children to select an effective learning strategy when faced with different learning tasks? Training consisted of "playing games" in several ways, one of which was clearly superior to the others. Throughout the course of game playing, experimental subjects were prompted to monitor their performance and evaluate the effect different ways of playing had on the outcome of the game. Findings indicated that: metacognitive training is a feasible and productive technique for improving learning performance in young children; second graders can readily generalize newly acquired metacognitive skills from a game such as circle drawing to another involving paired associates learning; and second graders may not be able to maintain their newly acquired memory-monitoring abilities for a period of 2 weeks. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A