Skip to main content
SpringerLink
Log in

On the Relation Between Memory and Metamemory

  • Published:
The Psychological Record Aims and scope Submit manuscript

Abstract

Kindergartners were presented a free recall task where half of them were asked what they would do to aid their memory before experiencing a study-test sequence. The data suggest that, in comparison to an appropriate control group, asking children to formulate a strategy facilitated memory performance. The results are discussed in terms of the potential importance of a priori strategy selection as a prerequisite to effective problem-solving.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Reference Note

  1. YUSSEN, S.R. Some reflections on strategic remembering in young children. In G.H. Hale (Chair), Development of selective processes in cognition. Symposium presented at the biennial meeting of the Society for Research in Child Development, Denver, 1975.

    Google Scholar 

References

  1. ANDERSON, R.C. 1977. The notion of schemata and the educational enterprise: General discussion of the conference. In R.C. Anderson, R.J. Spiro, & W.E. Montague (Eds.), Schooling and the acquisition of knowledge. Hillsdale, N.J.: Lawrence Erlbaum.

    Google Scholar 

  2. BOUSFIELD, A.K., & BOUSFIELD, W.A. 1966. Measurement of clustering and of sequential constancies in repeated free recall. Psychological Reports, 19, 935–942.

    Article  PubMed  Google Scholar 

  3. FLAVELL, J.H. 1970. Developmental studies of mediated memory. In H.W. Reese & L.P. Lipsitt (Eds.), Advance in child development and behavior (Vol. 5). New York: Academic Press.

  4. FLAVELL, J.H., FRIEDRICHS, A.G., & HOYT, J.D. 1970. Developmental changes in memorization processes. Cognitive Psychology, 1, 324–340.

    Article  Google Scholar 

  5. FLAVELL, J.H., & WELLMAN, H.M. 1977. Metamemory. In R.V. Kail, Jr. & J.W. Hagen (Eds.), Perspectives on the development of memory and cognition. Hillsdale, N.J.: Lawrence Erlbaum.

    Google Scholar 

  6. KREUTZER, M.A., LEONARD, C., & FLAVELL, J.H. 1974. An interview study of children’s knowledge about memory. Monographs of the Society for Research in Child Development, 401, Serial Number 159).

    Google Scholar 

  7. MOELY, B.E. 1977. Organization factors in the development of memory. In R.V. Kail, Jr. & J.W. Hagen (Eds.), Perspectives on the development of memory and cognition. Hillsdale, N.J.: Lawrence Erlbaum.

    Google Scholar 

  8. MOYNAHAN, E.D. 1973. The development of knowledge concerning the effect of categorization upon free recall. Child Development, 44, 238–246.

    Article  Google Scholar 

  9. YENDOVITSKAYA, T.V. 1971. Development of memory. In A.V. Zaporzhets & D.B. Elkonin (Eds.), The psychology of the preschool child. Cambridge, Mass.: M.I.T. Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. State University of New York College at Cortland, Cortland, USA

    Craig R. Barclay

Authors
  1. Craig R. Barclay
    View author publications

    You can also search for this author in PubMed Google Scholar

Additional information

This research was supported by a grant from the Research Foundation of the State University of New York.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Barclay, C.R. On the Relation Between Memory and Metamemory. Psychol Rec 31, 153–156 (1981). https://doi.org/10.1007/BF03394731

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF03394731

Search

Navigation