The development of self-regulated learning in elementary school children: Associations between task difficulty and allocation of study time;Zur entwicklung des selbstregulierten lernens im grundschulalter: Zusammenhänge zwischen aufgabenschwierigkeit und lernzeiteinteilung

Psychologie in Erziehung und Unterricht

Volumn 49, Issue 1, 2002, Pages 3-16

  Lockl, Kathrin ^a   Schneider, Wolfgang ^a  

^a UNIVERSITY OF WÜRZBURG   (Germany)

Author keywords

Allocation of study time; Metamemory; Self regulated learning

Indexed keywords

EID: 0036001573     PISSN: 0342183X     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (23)

1. The instructional effect of feedback in test-like events
2. Knowledge of one's own responding and the relation of such knowledge to learning
3. The development of strategies for studying
4. The effects of experience on the selection of suitable retrieval cues for studying texts
5. Feedback and self-regulated learning: A theoretical synthesis
6. Developmental aspects of the feeling of knowing
7. Children's spontaneous allocation of study time: Differential and sufficient aspects
8. First discussant's comments: What is memory development the development of?
9. Developmental changes in memorization processes
10. Metamemory
11. Time allocated and time spent relative to time needed for learning as determinants of achievement
12. Spontaneous allocation of study time by first-and third-grade children in a simple memory task
13. Feedback in written instruction: The place of response certitude
14. The effects of age, study time, and importance of text units on strategy use and memory for texts
15. Training children to use a self-monitoring study strategy in preparation for recall: Maintenance and generalization effects
16. Developmental changes in apportionment of study time among items in a multitrial free recall task
17. Consciousness and metacognition
18. Metamemory: A theoretical framework and new findings
19. Why investigate metacognition?
20. The development of procedural metamemory
21. Developmental trends in children's memory monitoring: Evidence from a judgment of learning task