Children's Understanding of Retrieval Cue Placements

摘要

Children's understanding of retrieval cue placements was studied. The data show the development of rich, extended multi-factor theories about memory in school age children. The influence of metamemory knowledge on children's memory behavior was questioned. Research interest in metamemory has been partly predicated on the assumption that what the child knows about memory mediates his actions in memory tasks; yet present research shows little correlation between memory knowledge and memory behavior. It is concluded that an understanding of how metamemory influences memory performance awaits an understanding of the child's overall conception of information processing, as reflected in an understanding of the combined influences of many variables.