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The study offers evidence for the impact of metacognitive skills in children's learning outcomes and documents strategic behaviour during test taking, as well as developmental progression in the involved skills. Further, findings underline the importance of memory retrieval for subsequent metacognitive processes.

children's metacognitive processes in relation to and in interaction with achievement level and age. First, N=150 9/10-and 11/12-year old high and low achievers watched an educational film and predicted their test performance. Children then solved a cloze test regarding the film content including answerable and unanswerable items and gave confidence judgments to every answer. Finally, children withdrew answers that they believed to be incorrect. All children showed adequate metacognitive processes before and during test taking with 11/12-year-olds outperforming 9/10-year-olds when considering characteristics of on-going retrieval processes. As to the influence of achievement level, high compared to low achievers proved to be more accurate in their metacognitive monitoring and controlling. Results suggest that both cognitive resources (operationalized through achievement level) and mnemonic experience (assessed through age) fuel metacognitive development. Nevertheless, when facing higher demands regarding retrieval processes, experience seems to play the more important role.Theories of self-regulated learning emphasize the importance of monitoring, control processes, and individual differences, for improving learning outcomes and for describing the learner's activities during learning and test taking (e.g., Boekaerts 1999;Hong et al. 2009;Pintrich 2004). Monitoring relates to an on-line attentiveness towards learning progress and current level of mastery (Nelson and Narens 1994; Schneider and Pressley 1997). It is considered to be one of the most important aspects of metamemory, as it can stimulate the execution of self-regulated control processes (Goldsmith and Koriat 2008;Nelson and Narens 1994). There is ample evidence that monitoring and control processes (metacognitive processes) influence adults' and children's test performance (e.g., Hacker et Metacognition Learning (2012) 7:75-90 Abstract This multi-phase study examined the influence of retrieval processes on

Selectivity in encoding, aspects of attentional control and their contribution to learning performance were explored in a sample of preschoolers. While the children are performing a learning task, their encoding of relevant and attention towards irrelevant information was recorded through an eye-tracking device. Recognition of target items was used as measure of learning outcome, and individual differences in resistance to interference and inhibition of attention to task-irrelevant stimuli (i.e. distractibility) were used as measures of executive control of attention. Results indicated well-developed selectivity during encoding in young children. Recognition performance was related to selective encoding and aspects of attentional control, explaining individual differences in learning.

In memory of Klaus HafnerThe photochemical fragmentation of N-aroylsulfonamides 9 (ASAP) is a powerful method for the preparation of various biaryls. Compounds 9 are easily accessible in two steps from amines by treatment with arenesulfonyl chlorides and aroyl chlorides. Many of these compounds were prepared for the first time. The irradiation takes place in a previously developed continuous-flow reactor using inexpensive UVB or UVC fluores-cent lamps. Isocyanates and sulphur dioxide are formed as the only by-products. The ASAP tolerates a variety of functional groups and is even suited for the preparation of phenylnaphthalenes and terphenyls. The ASAP mechanism was elucidated by interaction of photophysical and quantum chemical (DFT) methods and revealed a spirocyclic biradical as key intermediate.