The Development of Memory: Knowing, Knowing About Knowing, and Knowing How to Know

Brown, Ann L.

doi:10.1016/s0065-2407(08)60009-9

Cited by 435 publications

(337 citation statements)

References 76 publications

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“…Moreover, the parameter estimates for the prod variable for both groups indicate a retrieval rate of more than double the rate estimated for adults (Geary et al, 1986;Widaman et al, 1989). The pattern of results described thus far suggests an immature memory representation of addition facts for the normal and LD-improved groups (Ashcraft, 1982;Brown, 1975;Hamann & Ashcraft, 1985) and perhaps an anomalous representation for the LD-no-change group. Finally, the use of procedures identical to those described for the verbal counting strategy indicated the value of the intercept term and the regression weight for the prod variable did not differ significantly comparing the normal and LD-improved groups @s > .05).…”

Section: Componential Analysismentioning

confidence: 68%

A componential analysis of an early learning deficit in mathematics

Geary

1990

Journal of Experimental Child Psychology

228

281

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This study was designed to assess strategy choice and information-processing differences in normal and mathematically disabled first and second grade children. Twenty-three normal and 29 learning disabled (LD) children solved 40 computerpresented simple addition problems. Strategies, and their associated solution times, used in problem solving were recorded on a trial-by-trial basis and each was classified in accordance with the distributions of associations model of strategy choices. Based on performance in a remedial education course, as indexed by achievement test scores, the LD sample was reclassified into an LDimproved group and an LD-no-change group. No substantive differences comparing the normal and LD-improved groups occurred in the distribution of strategy choices, strategy characteristics (e.g., error rates), or rate of information processing. The performance characteristics of the LD-no-change group, as compared to the two remaining groups, included frequent counting and memory retrieval errors, frequent use of an immature computational strategy, poor strategy choices, and a variable rate of information processing. These performance characteristics were discussed in terms of the strategy choice model and in terms of potential long-term memory and working memory capacity deficits. In addition, implications for remedial education in mathematics were discussed. o 1990 ACademic Press, Inc.A learning disability in mathematics achievement is characterized by the failure to acquire grade appropriate knowledge and problem-solving skills (Schoenfeld, 1987a). While traditional achievement measures allow for the identification of learning disabled (LD) students, they do not

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Section: Componential Analysismentioning

confidence: 68%

A componential analysis of an early learning deficit in mathematics

Geary

1990

Journal of Experimental Child Psychology

228

281

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“…The Soviet perspectives on intentional and incidentalleaming were similar to those of Piaget and bis associates. Both groups believed that most of children's memories and knowledge of the world were built up through incidental processing that occurs as part of the continual interactions with the world (Brown, 1975). Involuntary memory was viewed as a byproduct of the use of information in specific situations and determined in part by how information is processed and used (Smimov & Zinchenko, 1969;Yendovitskaya, 1971).…”

Section: Development Of Encoding and Retrieval Strategiesmentioning

confidence: 99%

“…The developmental psychology of memory that followed was dominated by sturlies assessing the use and significance of strategies, the role of the 37 knowledge base in memory and strategy use, and the relationship of strategy use to knowledge of memory (i.e., metamemory). Brown (1975) laid out five ways to classify mernory development research, relying on dichotomous distinctions that seemed to characterize the work. These five dichotomies permit organization of the research and they highlight that workers in memory development have been very selective about the problems that they have studied: (l) Although there were experiments on both intentional and incidental leaming, research on intentional learning predominated following Flavell's Iead.…”

Section: Development Of Encoding and Retrieval Strategiesmentioning

confidence: 99%

Memory Development Between 2 and 20

Schneider¹,

Pressley²

1989

Springer Series in Cognitive Development

310

261

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“…Brown, 1975Brown, , 1978Brown, , 1982Brown et al, 1983;Cavanaugh & Perlmutter, 1982;Flavell, 1979Flavell, , 1981Flavell, , 1982. Here, we briefly consider two issues.…”

Section: Conceptual Basis Of Metacognitionmentioning

confidence: 98%

Metacognition reconsidered: Implications for intervention research

Reeve

Brown

1985

J Abnorm Child Psychol

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Metacognitive training techniques have been used successfully to improve childrens' problem-solving skills. The concept of metacognition needs further refinement, however, if it is to continue to be useful as an explanatory construct. Specifically, we argue that more attention needs to be paid to how metacognitive abilities are acquired, how this knowledge could be used to help improve the performance of children with learning difficulties, and how metacognition may be related to other selfevaluation processes.Metacognition Reconsidered: Implications for Intervention ResearchThe term metacognition has generally been used to refer to an individuals' ability to understand and manipulate their own cognitive processes. The inability to manipulate or control one's metacognitive processes is thought, in part, to be responsible for poor performances on academic problem-solving tasks (Brown, Bransford, Ferrara, & Campione, 1983;Brown, Campione, & Day, 1981). Metacognitive training, in the form of teaching general problem-solving principles, has been particularly successful in facilitating the intellectual performance of children with learning problems (Brown & Campione, in press; Campione & Brown, 1978, in press;Belmont & Butterfield, 1977;Palinscar & Brown, 1984;Paris, Newman, & McVey, 1982). Moreover, there is growing interest in applying metacognitive principles in modifying and training clinical "problem" behaviors (cf. Meichenbaum, 1984). We feel, however, that the notion of metacognition needs considerable refinement if it is to continue to be used as an explanatory construct by researchers and practitioners alike.In this paper we consider how metacognitive abilities are acquired, how knowledge of that acquisition could be useful in improving the intellectual capabilities of children with special needs, and how they may be related to other self-evaluation processes. We have chosen to focus on the developmental aspects problem-solver and processor of information, rather than a passive reactor to environmental stimuli that "impinge upon the organism." The active role ascribed to the individual is a major characteristic of the cognitive position. Moreover, it also determines the type of research that is undertaken to modify behavior and, as a consequence, the kind of interpretation used to explain behavior.In its short history developmental-cognitive information processing psychology has undergone a number of changes with many new concepts being introduced, others refined, and still others abandoned (see Brown et al., 1983;Siegler, 1983, for reviews).Moreover, it would be a mistake to believe that the processes of change in cognitive-developmental theory are complete. Much analysis needs to be undertaken before the limits of using this framework to explain behavior can be fully assessed. Siegler (1983) has argued that the information processing approach is, implicitly or explicitly, the leading strategy for studying cognitive development. The information processing approach stresses the importance of an ind...

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The Development of Memory: Knowing, Knowing About Knowing, and Knowing How to Know

Cited by 435 publications

References 76 publications

A componential analysis of an early learning deficit in mathematics

A componential analysis of an early learning deficit in mathematics

Memory Development Between 2 and 20

Metacognition reconsidered: Implications for intervention research

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