Abstract
The main purpose of the present study was to investigate the relationship between children’s knowledge about effects of imagery on memory, and their memory performance. Developmental trends in this relationship were also examined under different encoding conditions and in two different learning tasks: associative and prose learning. No substantial connections between metamnemonic knowledge and recall performance were observed. The assumption that children with better knowledge about imagery will be better able to benefit from an imaginal encoding mode was not supported.
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© 1988 Martinus Nijhoff Publishers
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Mecklenbräuker, S. (1988). Metamemory-Memory Connections and Their Development Under Imaginal Encoding Conditions. In: Denis, M., Engelkamp, J., Richardson, J.T.E. (eds) Cognitive and Neuropsychological Approaches to Mental Imagery. NATO ASI Series, vol 42. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-1391-2_13
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DOI: https://doi.org/10.1007/978-94-009-1391-2_13
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-247-3659-1
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