Organization during study: Relationships between metamemory, strategy use, and performance.

Abstract

The relationship between knowledge that organization during study facilitates performance (metamemory) and grouping pictures by semantic category was examined in a free recall task. Metamemory questioning occurred either before the task began or after the task was completed. On the basis of the Ericsson and Simon (1980) analysis of verbal report as data, it was hypothesized that metamemory-behavior relationships would first appear when the children were questioned after they had experienced the task. As predicted, metamemory was related to behavior in first grade, when the metamemory questioning occurred after the task. In fourth grade, metamemory was related to behavior whether questioned before or after the task. These results suggest that strategy awareness initially arises after reflection of one's own strategic behavior, and only later does strategy use result from planful, pretask activities.

The emergence of strategic knowledge activation in categorical clustering during retrieval

“…However, one serious problem still remains. Since Andreassen and Waters (1989) have demonstrated mutual relationships between answering a metamemory question and actual strategic memory behavior, older children might have learned something about strategy use before final recall as a consequence of posing the metamemory question during retention interval. Given this possibility, fourth graders' pattern of behavior may alternatively be interpreted as an artifact of applying the metamemory question before final recall.…”

“…Metamemory was assessed by slightly modified version of a procedure developed by Andreassen & Waters (1989). For this purpose two display cards were prepared, showing nine black and white line drawings of items belonging to three distinct categories.…”

“…In fact, the intentional use of organization during encoding has been demonstrated by consistently significant correlations between metamemory and input organization among fourth graders (Andreassen & Waters, 1989;Schneider, 1986). However, the argument here is that even when important strategic efforts at input are suppressed, fourth graders' strategic competence will be powerful enough to initiate an effective categorical retrieval strategy.…”

The Relationships between Memory Performance, Use of Simple Memory Strategies and Metamemory in Young Children

“…Schneider and Sodian (1988) found small differences between order of testing metamemory and memory among 4-and 6-year-olds, and Andreassen and Waters (1989) found generally higher correlations in a sample of 7-and 10-year-olds between memory and metamemory when metamemory was tested after memory.…”

The study of learning orientation and its changes among secondary school students

“…A tananyag jellegének megfelelően kiválasztott stratégia alkalmazása tehát elősegíti a tanulás sikerességét (Andreassen és Salatas-Waters, 1989;Balogh, 2004;Cox, 1994;Paris, Lipson és Wixson, 1983;Ringel és Springer, 1980;Scruggs és Mastropieri, 1988). Ez pozitívan hat a tanuló önbizalmára, ami a stratégiák tudatos alkalmazását erősíti (Balogh, 2006).…”