Determinants of memory development in childhood and adolescence

Schneider, Wolfgang; Ornstein, Peter A.

doi:10.1002/ijop.12503

Cited by 25 publications

(21 citation statements)

References 38 publications

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“…It is, however, noteworthy that there were statistically significant differences in response inhibition and cognitive flexibility, which had been found in previous studies (Corso et al, 2013;Garner, 2009;Kuhn & Pease, 2010;Meltzer, 2013;Pennequin, Sorel, & Mainguy, 2010;Schneider, 2010). A possible explanation of this is linked to the type of assessment measures of EF mainly employed in previous studies, based on the performance of different executive tasks.…”

Section: Differences In Ef (Assessed By Families and Teachers) Betweementioning

confidence: 68%

“…In this sense, whereas studies on metacognition were conducted from the field of Psychology and Education, most of the studies on EF appear to have developed within more clinical contexts, primarily from Neuropsychology (Corso et al, 2013;Pennequin, Sorel, & Mainguy, 2010). Few studies, therefore, have analyzed the relationship between the two aspects from a comprehensive point of view (for example, Garner, 2009;Kuhn, & Pease, 2010;Pennequin, Sorel, & Mainguy, 2010;Roebers, Cimeli, Röthlisberger, & Neuenschwander, 2012;Schneider, 2010). These studies have revealed the importance of the relationship between the two components at different ages and educational stages.…”

Section: * Introductionmentioning

confidence: 99%

“…Lastly, Kuhn and Pease (2010) and Schneider (2010) have shown the importance of the skills of response inhibition and working memory for metacognitive development in childhood and adolescence.…”

Section: * Introductionmentioning

confidence: 99%

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Metacognición y funcionamiento ejecutivo en Educación Primaria. Metacognition and executive functioning in Elementary School.

et al. 2016

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Título: Metacognición y funcionamiento ejecutivo en Educación PrimariaResumen: Este trabajo analiza las diferencias en habilidades metacognitivas y de funcionamiento ejecutivo entre dos grupos de estudiantes (10-12 años) con diferentes niveles de conocimiento metacognitivo (alto n = 50, bajo n = 64). Los grupos fueron establecidos en función de la puntuación en una prueba de reconocimiento de estrategias. Las habilidades metacognitivas se evaluaron mediante auto-informe. Los estudiantes indicaron la frecuencia de empleo de estas habilidades en las fases de planificación, ejecución y evaluación del aprendizaje. Por último, la información sobre el funcionamiento ejecutivo fue proporcionada por familias y profesorado, los cuales cumplimentaron dos formas paralelas de un inventario de calificación de la conducta. Los resultados indicaron que: a) los estudiantes con alto conocimiento metacognitivo señalaron emplear más frecuentemente las habilidades metacognitivas que sus compañeros con bajo conocimiento metacognitivo. Estas diferencias se encontraron principalmente en las fases de planificación y ejecución; b) tanto familias como profesorado informaron acerca de unas mejores habilidades de funcionamiento ejecutivo en los estudiantes con alto conocimiento metacognitivo, siendo estadísticamente significativas las diferencias en planificación, memoria funcional, focalización de la atención y atención sostenida. Estos resultados muestran la existencia de una asociación entre diferentes niveles de conocimiento metacognitivo y las habilidades metacognitivas y de funcionamiento ejecutivo, sugiriendo la necesidad de incidir en el conjunto de variables estudiadas para promover entre los estudiantes niveles crecientes de control sobre su proceso de aprendizaje. Palabras clave: metacognición; funciones ejecutivas; conocimiento; habilidades; aprendizaje.Abstract: This study analyzes differences in metacognitive skills and executive functioning between two groups of students (10-12 years) with different levels of metacognitive knowledge (high n = 50, low n = 64). Groups were established based on students' score on a test of knowledge of strategy use. Metacognitive skills were assessed by means of self-report. Students reported the frequency with which they applied these strategies during the phases of planning, execution, and evaluation of learning. Information about student executive functioning was provided by families and teachers, who completed two parallel forms of a behavior rating scale. The results indicated that: a) the group with high levels of metacognitive knowledge reported using their metacognitive skills more frequently than their peers in the other group. These differences were statistically significant in the phases of planning and execution; b) both family and teachers informed of better levels of executive functioning in the students with high metacognitive knowledge. Statistically significant differences were found in planning, functional memory, focus, and sustained attention. These results show the existenc...

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Section: Differences In Ef (Assessed By Families and Teachers) Betweementioning

confidence: 68%

Section: * Introductionmentioning

confidence: 99%

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Metacognición y funcionamiento ejecutivo en Educación Primaria. Metacognition and executive functioning in Elementary School.

et al. 2016

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“…Through the use of cross-sectional designs, steady progress has been made in characterizing the memory skills of children of different ages (Baker-Ward & Ornstein, 2014), and recent longitudinal studies have provided a basic understanding of developmental trajectories (e.g., Kron-Sperl, Schneider, & Hasselhorn, 2008; Sodian & Schneider, 1999). Although the longitudinal studies are very important, unfortunately, they provide relatively little information about the forces responsible for developmental changes in remembering (Schneider & Ornstein, 2015, 2019). Therefore, it is important to design longitudinal studies that elucidate factors—endogenous and exogenous—that serve to mediate developmental change.…”

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confidence: 99%

Toward an Understanding of the Development of Skilled Remembering: The Role of Teachers’ Instructional Language

Ornstein

Coffman

2020

Curr Dir Psychol Sci

Self Cite

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Although there is a rich literature on children’s strategies for remembering, little attention has been paid to characterizing developmental change within individual children and to examining mediators that may bring about such change. To address these issues, we assess children’s memory skills over time while simultaneously examining communicative interactions in the classroom. Children are not taught memory strategies in an explicit manner, but these skills emerge in the context of the elementary school classroom. Accordingly, we use longitudinal and experimental methodologies to examine the ways in which the language of instruction contributes to the development of children’s memory and cognitive skills. The basic findings are discussed here in terms of possible applications in the classroom that may impact teachers’ instruction and students’ learning.

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“…Indeed, Schneider (2010) argued that memory development is not necessarily due to maturation, but rather, due to education and practice. Furthermore, a five week study that traced log files of elementary students' study strategies by Malmberg, Järvenoja and Järvelä (2013) indicated that actual use of study strategies may not be predictable based upon whether the students possess the relevant strategy knowledge.…”

Section: The Development Of Cognitive and Metacognitive Strategiesmentioning

confidence: 99%

Changes in Students' Cognitive and Metacognitive Strategy Use over Five Years of Secondary Schooling

Askell–Williams

Lawson

Transforming the Future of Learning With Educational Research

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As students progress through school, we expect that their knowledge about the various subject matters, such as biology or maths, becomes more extensive, well structured, and readily available for application in diverse contexts. This chapter reports the authors' enquiry about whether students' cognitive and metacognitive knowledge and strategies do grow during secondary school. Questionnaires were administered to students in three South Australian secondary schools in each of five consecutive years. Hierarchical linear modelling was used to investigate changes in students' responses over time. Results showed little change in students' reports of their cognitive and metacognitive strategy use. The disappointing growth trajectories suggest that cognitive and metacognitive strategies for learning are not subject to the explicit teaching and evaluation processes applied to other school subjects. Questions are raised about whether schools and teachers value and recognise the importance of cognitive and metacognitive strategies for good quality learning across subject domains.

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Determinants of memory development in childhood and adolescence

Cited by 25 publications

References 38 publications

Metacognición y funcionamiento ejecutivo en Educación Primaria. Metacognition and executive functioning in Elementary School.

Metacognición y funcionamiento ejecutivo en Educación Primaria. Metacognition and executive functioning in Elementary School.

Toward an Understanding of the Development of Skilled Remembering: The Role of Teachers’ Instructional Language

Changes in Students' Cognitive and Metacognitive Strategy Use over Five Years of Secondary Schooling

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