The emergence of strategic knowledge activation in categorical clustering during retrieval

Hasselhorn, Marcus

doi:10.1016/0022-0965(90)90032-4

Cited by 30 publications

(27 citation statements)

References 16 publications

(24 reference statements)

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“…Moreover, the influence seems to be bidirectional (cf. Flavell et al 2002;Hasselhorn 1990). That is, metamemory can influence memory behavior, which in turn leads to enhanced metamemory.…”

Section: Metamemory-memory Relationsmentioning

confidence: 94%

The Development of Metacognitive Competences

Schneider

2009

Towards a Theory of Thinking

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This paper describes historical and current trends in research on the development of metacognitive competencies. Stimulated by classic theoretical analyses of the concept of metacognition initiated by Ann Brown, John Flavell and their colleagues, contemporary extensions of the concept emphasize the important roles of both procedural and declarative metacognition for successful information processes. Major research findings on the development of these two components of metacognition are reviewed, and links between children's early "theory of mind" and subsequent verbalizable metamemory are described. Next, new evidence on children's metacognitive development in childhood and adolescence is summarized, indicating major shifts in children's declarative metacognitive knowledge, in particular, their strategy knowledge, between the end of kindergarten and the end of elementary school. Although similarly fast developments could not be demonstrated for procedural metacognitive knowledge, several empirical studies suggest developmental changes in the relationship between monitoring and self-regulatory abilities, with older (but not younger) children being able to regulate their achievement-related behavior based on the outcome of their monitoring attempts. Finally, the paper reviews classic and contemporary applications of metacognitive theory to various educational settings, generally illustrating the importance of metacognition for various aspects of academic performance. IntroductionResearch on the development of "metacognition" was initiated in the early 1970s by Ann Brown, John Flavell and their colleagues (for reviews, see Brown et al. 1983;Flavell et al. 2002;Goswami 2008;Schneider and Pressley 1997 cognitive development, the concept has usually been broadly and rather loosely defined as any knowledge or cognitive activity that takes as its object, or regulates, any aspect of any cognitive enterprise (cf. Flavell et al. 2002). Obviously, this conceptualization refers to people's knowledge of their own information processing skills, as well as knowledge about the nature of cognitive tasks, and about strategies for coping with such tasks. Moreover, it also includes executive skills related to monitoring and self-regulation of one's own cognitive activities. In a seminal paper, Flavell (1979) described three major facets of metacognition, namely metacognitive knowledge, metacognitive experiences, and metacognitive skills, that is, strategies controlling cognition. According to Flavell et al. (2002), declarative metacognitive knowledge refers to the segment of world knowledge that concerns the human mind and its doings. For instance, metacognitive knowledge about memory includes explicit, conscious, and factual knowledge about the importance of person, task, and strategy variables for memorizing and recalling information. A person is said to possess "conditional" metacognitive knowledge whenever he or she is able to justify or explain the impact of person, task, and strategy variables on memory performance (se...

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“…Moreover, the influence seems to be bidirectional (cf. Flavell et al 2002;Hasselhorn 1990). That is, metamemory can influence memory behavior, which in turn leads to enhanced metamemory.…”

Section: Metamemory-memory Relationsmentioning

confidence: 94%

The Development of Metacognitive Competences

Schneider

2009

Towards a Theory of Thinking

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“…Using the relationship between clustering and recall as an indication of strategic processing, only the oldest children could be considered to be strategic in Schneider's study (see Bjorklund and Jacobs, 1985;Frankel and Rollins, 1985;Hasselhorn, 1990 for similar evidence). Taken together, this research clearly demonstrates that differences in the meaningfulness of words considerably influences strategic processing.…”

Section: Knowledge Enables Use Of Particular Strategiesmentioning

confidence: 97%

“…Most of these studies focussed on the effects of conceptual or semantic knowledge on the use of organizational strategies in sort-recall tasks. Experimental manipulations concerned children's knowledge of categorical relations among items in terms of category typicality (e.g., Bjorklund, 1988;Corsale and Ornstein, 1980;Hasselhorn, 1990;Rabinowitz, 1984Rabinowitz, , 1988 or interitem associativity (e.g., Bjorklund and Jacobs, 1985;Frankel andRollins, 1985, Schneider, 1986).…”

Section: Knowledge Enables Use Of Particular Strategiesmentioning

confidence: 99%

Domain-specific knowledge and memory performance in children

Schneider

1993

Educ Psychol Rev

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“…Previous research on children's veridical memories for categorizable lists of items have shown that clustering in recall increases as the use of categorical relations at retrieval becomes as easy as the use of associative relations (e.g., Bjorklund & Jacobs, 1985) or becomes a preferred strategy for retrieval (e.g., Hasselhorn, 1990). In parallel, children's false memories for gist-consistent but unstudied categorical items may arise as children become better at abstracting the gist of categorical lists (e.g., Brainerd et al, 2002) or better at utilizing the categorical gist for retrieval.…”

Section: Discussionmentioning

confidence: 99%

“…One account emphasizes age differences in conscious preference for one type of organization over the other. That is, as children get older, they become more aware of category organization as a useful memory strategy and more likely to apply it during retrieval (e.g., Hasselhorn, 1990;Schneider, 1986). Another account emphasizes age differences in the ease with which different semantic relations are activated.…”

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confidence: 99%

Children's Category Structure and False Memories

Chiang

Chiu

2006

PSYCHOLOGIA -An International Journal of Psychological Sciences

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Extensive previous research has focused on the development of children's conceptual organization and its effects on children's veridical memory. The present research investigated whether the structure of children's category knowledge also affected their false memories using categorical lists in the DRM paradigm, a listlearning method commonly used in false memory research. In Experiment 1, the effects of graded category structure were examined with both third and sixth graders by accessing false memories for unstudied critical items of differing output dominance in category production. In Experiment 2, the effects of hierarchical category structure were examined with third graders by manipulating the hierarchical level of studied list items (basic or subordinate) and unstudied critical items (superordinate, basic, or subordinate). The results show that by age 10, the graded and hierarchical structure is present in children's conceptual organization and affects formation of false memories. Theoretical implications of the present findings are discussed.Key words: category structure, false memory, list learning paradigm, memory developmentThe organization of concepts has long been an important topic in the research of human mind: it is thought to underlie several important cognitive functions that humans constantly engage in daily lives, such as classification and memory. In consequence, acquisition of an adult-like conceptual organization became a major focus in research of cognitive development.Extensive earlier literature suggested that children's conceptual organization underwent a shift in focus from thematic/complementary relations (e.g., dog grouped with leash) to taxonomic/similarity relations (e.g., dog grouped with cat) based on their responses in sorting objects on a table into groups (e.g., Annett, 1959;Inhelder & Piaget, 1964;Vygotsky, 1962). Some researchers hence proposed that early in development, children's knowledge was organized in terms of schematic or script-based relationships derived from perceptual-motor experiences and real-world scenes and events (e.g., Denney, 1974;Nelson, 1974), and later beyond about age 8 and through adulthood, This research was supported by Grant NSC90-2413-H-194-022 from National Science Council of Taiwan, R.O.C. to W.-C. C. The authors thank Yuh-Shiow Lee for valuable discussions on this work; an anonymous reviewer for helpful comments on an earlier version of this article; Tian-yoong Cheng for assistance with data processing; the children for their participation; and the staff of the elementary schools for assistance with testing arrangements.

show abstract

The emergence of strategic knowledge activation in categorical clustering during retrieval

Cited by 30 publications

References 16 publications

The Development of Metacognitive Competences

The Development of Metacognitive Competences

Domain-specific knowledge and memory performance in children

Children's Category Structure and False Memories

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