Children's Metamemory: A Review of the Literature and Implications for the Classroom

Autor/inn/en	Karably, Kristen; Zabrucky, Karen M.
Titel	Children's Metamemory: A Review of the Literature and Implications for the Classroom
Quelle	In: International Electronic Journal of Elementary Education, 2 (2009) 1, S.32-52 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Literature Reviews; Child Development; Metacognition; Educational Research; Memory; Cognitive Ability; Cognitive Structures; Recall (Psychology); Classification; Intervention; Developmentally Appropriate Practices; Cognitive Processes; Learning Strategies; Cognitive Style + Suchen Sie Ihr Suchwort? Kindesentwicklung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Bildungsforschung; Pädagogische Forschung; Gedächtnis; Denkfähigkeit; Cognitive structure; Kognitive Struktur; Abberufung; Classification system; Klassifikation; Klassifikationssystem; Entwicklungsbezogene Bildung; Cognitive process; Kognitiver Prozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil
Abstract	In this paper we examine the development of children's metamemory and provide practical implications of research findings for the classroom. In the first part of the paper we define and discuss the global concept of metacognition, the component processes of metacognition and the importance of each component to children's learning. We then examine the development of children's knowledge about memory and ability to monitor memory (i.e., metamemory). We focus, in particular, on seven major research themes: children's metamemory develops with age and experience, younger children are less aware than older children of the benefits of categorization on recall, younger children use different strategies than older children, children's causal attributions may affect metamemory, instructional interventions must be appropriately timed, children will show more strategy transfer when explicit instructions are provided and children overestimate their memory ability. We discuss implications of these major themes for teachers of young children. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01