How Do I Remember?: Young Children's Understanding of the Memory Process.

Autor/in	Trepanier, Mary L.
Titel	How Do I Remember?: Young Children's Understanding of the Memory Process.
Quelle	(1982), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Early Childhood Education; Elementary School Students; Literature Reviews; Memory; Metacognition; Preschool Children; Recall (Psychology) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Gedächtnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Abberufung
Abstract	Research is reviewed that centers on the development of young children's metamemoric ability and the relationship between such ability and memory performance. In addition, implications of the research for training and education are indicated. Components of Flavell and Wellman's (1977) definition of metamemory are used to organize the discussion. Specifically, sections of the paper (1) report research on children's understanding of the demands of memory tasks, (2) discuss young children's understanding that characteristics in the person can influence memory performance, (3) describe children's increasing recognition that task variables influence the ease of storing and retrieving information, (4) briefly indicate limitations of children's use of planful behavior or strategies in storage and retrieval, (5) take up the issue of the relative absence of research on the interaction of metamemoric components, (6) review research on children's memory monitoring abilities and their use of feedback to modify recall, (7) discuss research on the relationship between metamemory and memory performance, and (8) suggest outcomes of metamemoric training. It is concluded that research indicates many differences between the metamemoric understanding of young children and that of older children and adults. The suggestion is made that recognition of these differences by early childhood educators can influence the type of environmental experiences provided children and the memory task demands made of them. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01