[en] One of the strongest hypotheses in the field of metacognition research involves the positive effect of metamemory on memory performance. However, due to the lack of appropriate instruments to appraise knowledge of memory, few studies have examined this effect among children. This study was conducted to create and validate an instrument to assess children’s metamemory knowledge and link this knowledge with their memory performance and strategy use. A sample of 166 children was given a new three-factor metamemory interview, and its psychometric properties were investigated. Regression analyses were carried out to investigate the link between metamemory and memory performance in a subgroup of 128 children from the validation study. Results confirmed the scale’s good psychometric properties and revealed its ability to predict children’s memory performance. However, none of the scale’s factors could predict children’s use of memory strategies. Implications for the study of children’s metamemory development are discussed.
Disciplines :
Theoretical & cognitive psychology
Author, co-author :
Geurten, Marie ; Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Neuropsychologie
Catale, Corinne ; Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Département de Psychologie : cognition et comportement
Meulemans, Thierry ; Université de Liège - ULiège > Doyen de la Faculté de Psychologie et des sc. de l'éducation
Language :
English
Title :
When Children’s Knowledge of Memory Improves Children’s Performance in Memory
Publication date :
2015
Journal title :
Applied Cognitive Psychology
ISSN :
0888-4080
eISSN :
1099-0720
Publisher :
John Wiley & Sons, Inc, West Sussex, United Kingdom
Alexander, M. P., Stuss, D. T., & Fansabedian, N. (2003). California Verbal Learning Test: Performance by patients with focal frontal and non-frontal lesions. Brain, 126, 1493-1503. doi: 10.1093/brain/awg128
Andrés, P., Mazzoni, G., & Howard, C. E. (2010). Preserved monitoring and control processes in temporal lobe epilepsy. Neuropsychology, 24, 775-786. doi: 10.1037/a0020281
Belmont, J. M., & Borkowski, J. G. (1988). A group-administered test of children's metamemory. Bulletin of the Psychonomic Society, 26, 206-208.
Bjorklund, D. F., Dukes, C., & Brown, R. D. (2009). The development of memory strategies. In M. L. C. N. Cowan (Ed.), The development of memory in infancy and childhood (2nd edn., pp. 145-175). New York: Psychology Press.
Bouazzaoui, B., Isingrini, M., Fay, S., Angel, L., Vanneste, S., Clarys, D., & Taconnat, L. (2010). Aging and self-reported internal and external memory strategy uses: The role of executive functioning. Acta Psychologica, 135, 59-66. doi: 10.1016/j.actpsy.2010.05.007
Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Press.
Cavanaugh, J. C., & Poon, L. W. (1989). Metamemorial predictors of memory performance in young and older adults. Psychology and Aging, 4, 365-368. doi: 10.1037/0882-7974.4.3.365
Cherney, I. D. (2003). Young children's spontaneous utterances of mental terms and the accuracy of their memory behaviors: A different methodological approach. Infant and Child Development, 12, 89-105.
Coyle, T. R. (2001). Factor analysis of variability measures in eight independent samples of children and adults. Journal of Experimental Child Psychology, 78, 330-358.
Coyle, T. R., & Bjorklund, D. F. (1997). Age differences in, and consequences of, multiple- and variable-strategy use on a multitrial sort-recall task. Developmental Psychology, 33, 372-380.
Delis, D. C., Freeland, J., Kramer, J. H., & Kaplan, E. (1988). Integrating clinical assessment with cognitive neuroscience: Construct validation of the California Verbal Learning Test. Journal of Consulting and Clinical Psychology, 56, 123-130. doi: 10.1037/0022-006X.56.1.123
DeMarie, D., & Ferron, J. (2003). Capacity, strategies, and metamemory: Tests of a three-factor model of memory development. Journal of Experimental Child Psychology, 84, 167-193.
DeMarie, D., Miller, P. H., Ferron, J., & Cunningham, W. R. (2004). Path analysis tests of theoretical models of children's memory performance. Journal of Cognition and Development, 5, 461-492. doi: 10.1207/s15327647jcd0504_4
Dixon, R. A., Hultsch, D. F., & Hertzog, C. (1988). The Metamemory in Adulthood (MIA) questionnaire. Psychopharmacology Bulletin, 24, 671-688.
Dunn, L., Thériault-Whalen, C., & Dunn, L. (1993). Echelle de vocabulaire en images Peabody: adaptation française du Peabody vocabulary test-revised. Toronto, ON: Psycan.
Fritz, K., Howie, P., & Kleitman, S. (2010). "How do I remember when I got my dog?" The structure and development of children's metamemory. Metacognition and Learning, 5, 207-228. doi: 10.1007/s11409-010-9058-0
Geddie, L., Fradin, S., & Beer, J. (2000). Child characteristics which impact accuracy of recall and suggestibility in preschoolers: Is age the best predictor? Child Abuse and Neglect, 24, 223-235. doi: 10.1016/S0145-2134(99)00133-7
Grammer, J. K., Purtell, K. M., Coffman, J. L., & Ornstein, P. A. (2011). Relations between children's metamemory and strategic performance: Time-varying covariates in early elementary school. Journal of Experimental Child Psychology, 108, 139-155. doi: 10.1016/j.jecp.2010.08.001
Hertzog, C., Dixon, R. A., Schulenberg, J. E., & Hultsch, D. F. (1987). On the differentiation of memory beliefs from memory knowledge: The factor structure of the Metamemory in Adulthood scale. Experimental Aging Research, 13, 101-107. doi: 10.1080/03610738708259308
Hutchens, R. L., Kinsella, G. J., Ong, B., Pike, K. E., Parsons, S., Storey, E., ... Clare, L. (2012). Knowledge and use of memory strategies in amnestic mild cognitive impairment. Psychology and Aging, 27, 768-777. doi: 10.1037/a0026256
Intons-Peterson, M. J., & Fournier, J. (1986). External and internal memory aids: When and how often do we use them? Journal of Experimental Psychology: General, 115, 267-280. doi: 10.1037/0096-3445.115.3.267
Johnson, C. N., & Wellman, H. M. (1980). Children's developing understanding of mental verbs: Remember, know, and guess. Child Development, 51, 1095-1102. doi: 10.2307/1129549
Kreutzer, M. A., Leonard, C., & Flavell, J. H. (1975). An interview study of children's knowledge about memory. Monographs of the Society for Research in Child Development, 40, 1-60. doi: 10.2307/1165955
Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9, 178-181. doi: 10.1111/1467-8721.00088
Kurtz, B. E., Reid, M. K., Borkowski, J. G., & Cavanaugh, J. C. (1982). On the reliability and validity of children's metamemory. Bulletin of the Psychonomic Society, 19, 137-140.
Lockl, K., & Schneider, W. (2007). Knowledge about the mind: Links between theory of mind and later metamemory. Child Development, 78, 148-167. doi: 10.1111/j.1467-8624.2007.00990.x
McDougall, S., & Gruneberg, M. (2002). What memory strategy is best for examinations in psychology? Applied Cognitive Psychology, 16, 451-458. doi: 10.1002/acp.800
Mecklenbrauker, S. (1988). Metamemory-memory connections and their development under imaginal encoding conditions. In M. Denis, J. Engelkamp, & J. Richardson (Eds.), Cognitive and neuropsychological approaches to mental imagery (pp. 143-152). Dordrecht: Martinus Nijhoff Publishing.
Pierce, S. H., & Lange, G. (2000). Relationships among metamemory, motivation and memory performance in young school-age children. British Journal of Developmental Psychology, 18, 121-135. doi: 10.1348/026151000165616
Roenker, D. L., Thompson, C. P., & Brown, S. C. (1971). Comparison of measures for the estimation of clustering in free recall. Psychological Bulletin, 76, 45-48. doi: 10.1037/h0031355
Schmitt, N. (1996). Uses and abuses of coefficient alpha. Psychological Assessment, 8, 350-353. doi: 10.1037/1040-3590.8.4.350
Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2, 114-121. doi: 10.1111/j.1751-228X.2008.00041.x
Schryer, E., & Ross, M. (2013). The use and benefits of external memory aids in older and younger adults. Applied Cognitive Psychology, 27, 663-671. doi: 10.1002/acp.2946
Shin, H., Bjorklund, D. F., & Beck, E. F. (2007). The adaptive nature of children's overestimation in a strategic memory task. Cognitive Development, 22, 197-212. doi: 10.1016/j.cogdev.2006.10.001
Son, L. K., & Metcalfe, J. (2000). Metacognitive and control strategies in study-time allocation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 204-221. doi: 10.1037/0278-7393.26.1.204
Tonkovic, M., & Vranic, A. (2011). Self-evaluation of memory systems: Development of the questionnaire. Aging and Mental Health, 15, 830-837. doi: 10.1080/13607863.2011.569483
Troyer, A. K., & Rich, J. B. (2002). Psychometric properties of a new metamemory questionnaire for older adults. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 57, 19-27. doi: 10.1093/geronb/57.1.P19
Van der Keilen, M., & Zhou, R.-M. (2006). Metamemory and memory performance in Belgian and Canadian elementary school children: A comparative study. Journal of Cognitive Education and Psychology, 5, 251-265. doi: 10.1891/194589506787382413
Wechsler, D. (2004). Echelle d'intelligence de Wechsler pour la période préscolaire et primaire: WPPSI-III. Paris: ECPA.
Wechsler, D. (2005). Echelle d'intelligence de Wechsler pour enfants: WISC-IV. Paris: ECPA.
