Assessment of metamemory knowledge and use of strategy

Psychological Reports

Volumn 79, Issue 3 PART II, 1996, Pages 1203-1206

  Huet, N ^a,b   Marine C ^a,b  

^a UNIVERSITÉ TOULOUSE JEAN JAURÈS   (France)

^b CNRS   (France)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040869804     PISSN: 00332941     EISSN: 1558691X     Source Type: Journal    
DOI: 10.2466/pr0.1996.79.3f.1203     Document Type: Article

References (10)

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2. FABRICIUS, W. V., & CAVALIER, L. (1989) The role of causal theories about memory in young children's memory strategy choice. Child Development, 60, 298-308.
3. FORREST-PRESSLEY, D. L., & WALLEN, T. (1984) Cognition, metacognition and reading. New York: Springer-Verlag.
4. GARNER, R. (1987) Metacognition and reading comprehension. Norwood, NJ: Ablex.
5. GARNER, R., BELCHER, V., WINFIELD, E., & SMITH, T. (1985) Multiple measures of text summarization proficiency: what can fifth-grade students do? Research in the Teaching of English, 19, 140-153.
6. JUSTICE, E. M., & WEAVER-MCDOUGALL, R. G. (1989) Adults' knowledge about memory: awareness and use of memory strategies across tasks. Journal of Educational Psychology, 81, 214-219.
7. KREUTZER, M., LEONARD, C., & FLAVELL, J. (1975) An interview study of children's knowledge about memory. Monographs of the Society for Research in Child Development, 40, Series No. 159.
8. MILLER, P. H., & BIGI, L. (1979) The development of children's understanding of attention. Merrill-Palmer Quarterly, 25, 235-250.
9. ROENKER, D. L., THOMPSON, C. P., & BROWN, S. C. (1971) Comparison of measures for the estimation of clustering in free recall. Psychological Bulletin, 76, 45-48.
10. SCHNEIDER, W., & PRESSLEY, M. (1989) Memory development between 2 and 20. New York: Springer-Verlag.