Task Dependency and the Role of Category Typicality and Metamemory in the Development of an Organizational Strategy

Child Development

Volumn 63, Issue 1, 1992, Pages 202-214

  Hasselhorn, Marcus ^a  

^a UNIVERSITY OF GÖTTINGEN   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84989436594     PISSN: 00093920     EISSN: 14678624     Source Type: Journal    
DOI: 10.1111/j.1467-8624.1992.tb03607.x     Document Type: Article

References (28)

1. Organization during study: Relationships between metamemory, strategy use, and performance
2. A group administered test of children's metamemory
3. The role of conceptual knowledge in the development of organization in children's memory
4. How age changes in knowledge base contribute to the development of children's memory: An interpretative review
5. Acquiring a mnemonic: Age and category knowledge effects
6. The role of knowledge base in the memory performance of good and poor readers
7. Developmental and knowledge base differences in the acquisition and extension of a memory strategy
8. Associative and categorical processes in children's memory: The role of automaticity in the development of organization in free recall
9. The role of knowledge in the development of strategies
10. The occurrence of clustering in the recall of randomly arranged sequences
11. Content knowledge: Its role, representation, and restructuring in memory development
12. A spreading activation theory of semantic processing
13. When children mean to remember: Issues of context specificity, strategy effectiveness, and intentionality in the development of memory
14. Associative and categorical hypotheses of organization in the free recall of adults and children
15. The emergence of strategic knowledge activation in categorical clustering during retrieval
16. Kategoriales Organisieren als Gedächtnisstrategie: Allgemeine und differentielle Entwicklungsperspektiven im Grundschulalter
17. Typizitätsnormen zu zehn Kategorien für Kinder von der Vorschule bis zur vierten Grundschulklasse
18. Measurement of category clustering in free recall
19. The development of mnemonic skill
20. Effects of the knowledge base on children's memory strategies
21. The use of categorical organization: Not an all‐or‐none situation
22. Metagedächtnis, gedächt‐nisbezogenes Verhalten und Gedächtnis‐leitung—eine Analyse der empirischen Zusammenhänge bei Grundschülern der 3. Klasse
23. The role of conceptual knowledge and metamemory in the development of organizational processes in memory
24. Zusammenhänge zwischen Metagedächtnis, strategischem Verhalten und Gedächtnislei‐stungen im Grundschulalter: Eine entwick‐lungspsychologische Studie
25. The effects of intelligence, self‐concept, and attributional style on metamemory and memory behaviour