Developmental changes in assessing recall and recognition memory capacity.

Levin, Joel R.; Yussen, Steven R.; Pressley, Michael; Rose, Thomas M. de

doi:10.1037/0012-1649.13.6.608

Cited by 40 publications

(32 citation statements)

References 14 publications

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“…"Rote paraphrase" determined if children acknowledged the relative ease of gist recall over rote recall. "Memory monitoring," adapted from Levin et al (1977), assessed knowledge of short-term memory capacity, especially the ability to adjust recall estimates based on a prior recall experience. A stack of 15 cards was used to elicit the first estimate of the number that might be remembered following a single study trial; then a second set of 15 pictures was displayed at 3-sec intervals, and recall was measured.…”

Section: Experiments 1 Methodsmentioning

confidence: 99%

“…In Experiment 1, 55 second-graders were given a seven-item metamemory battery on two occasions, with testing sessions separated by a 6-week interval. The metamemory test was composed of four items from the Kreutzer, Leonard, and Flavell (1975) scale, a memory monitoring task (Levin, Yussen, DeRose, & Pressley, 1977), and two new sub tests assessing children's knowledge about input/output processing strategies. Experi- ment 2 examined the role of metamemorial knowledge as a predictor of strategy transfer.…”

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confidence: 99%

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On the reliability and validity of children’s metamemory

Kurtz

Reid

Borkowski

et al. 1982

Bull. Psychon. Soc.

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Test-retest reliability, internal consistency, and construct validity of a metamemory battery were assessed. Fifty-five second-graders were given an extensive metamemory battery on two occasions separated by a 6-week interval. Test-retest correlations ranged from .29 to .49 for individual subtests, with a correlation of .67 for the composite battery. The children were then given training on the use of an interrogative-elaboration strategy to aid paired associate learning. Following three training sessions, tests for strategy maintenance and generalization were administered. Correlations relating strategy use with metamemory were significant for the transfer tasks, even when general knowledge was partialled out. The concept of metamemory appears useful in explaining production deficiencies and insightful strategy invention in young children.Metamemory refers to self-knowledge about memory processes (Brown, 1978;Flavell & Wellman, 1977).Recent studies have examined the construct validity of metamemory in terms of its relationship to a variety of strategic behaviors Kendall, Borkowski, & Cavanaugh, 1980; Beuhring, Note 1). While significant correlations between memory knowledge and memory processes or recall accuracy have been found, the modest size of these relationships is not strongly supportive of extant metamemory theory. The low to moderate correlations may be due as much to weaknesses in the instruments measuring meta· memory as to the theoretical invalidity of the concept . The present studies attempted to measure the testretest reliability, internal consistency, and construct validity of a new metamemory battery. In Experiment 1, 55 second-graders were given a seven-item metamemory battery on two occasions, with testing sessions separated by a 6-week interval. The metamemory test was composed of four items from the Kreutzer, Leonard, and Flavell (1975) scale, a memory monitoring task (Levin, Yussen, DeRose, & Pressley, 1977), and two new sub tests assessing children's knowledge about input/output processing strategies. Experi- ment 2 examined the role of metamemorial knowledge as a predictor of strategy transfer. That is, the secondgraders, used originally to determine reliability, were trained on a four-step interrogative-elaboration strategy as an aid to paired associate learning. The elaboration strategy was not explicitly associated with any of the metamemory subtests. Kestner and Borkowski (1979) employed similar task and training procedures and found recall to be significantly related to the quantity and quality of elaborations used at transfer.Borkowski (in press) has argued that metamemory/ strategy-use relationships will be found only in limited contexts, such as on novel tasks or transfer tests. We hypothesized that metamemory, as indexed by our battery, would predict strategic behavior on paired associate tasks following the training of the elaboration strategy and would show stronger relationships than a measure of general intelligence. That is, young children given prolonged, thorough strategy...

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Section: Experiments 1 Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

On the reliability and validity of children’s metamemory

Kurtz

Reid

Borkowski

et al. 1982

Bull. Psychon. Soc.

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“…The accuracy of JOLs can be inferred from the correlation between JOLs and actual test performance-a higher positive correlation indicates higher monitoring accuracy. Thus, in contrast to examining the accuracy oflist-Ievel predictions (called absolute accuracy; see Levin, Yussen, De Rose, & Pressley, 1977;Pressley & Ghatala, 1989), I examined the accuracy of item-by-item predictions (called relative accuracy). This relative accuracy is important because it provides a measure of whether people judge which items are known versus not known, which is essential information ifpeople are to regulate their study effectively-that is, allocate more study to less well learned items than to better learned items (Maki & Serra, 1992).…”

Section: Causal Relations Among Monitoring Accuracy Self-regulationmentioning

confidence: 99%

The importance of monitoring and self-regulation during multitrial learning

Thiede¹

1999

Psychonomic Bulletin & Review

149

124

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Theory suggests that accuracy of metacognitive monitoring and self-regulation of study will affect test performance, but there is little empirical evidence linking these variables. I examined the relation among these variables in a multitriallearning task. Regression analyses showed that monitoring accuracy and self-regulation were reliably related to test performance-greater monitoring accuracy and more effective self-regulation were associated with greater test performance. These analyses were contrasted with analyses typically conducted in previous research, to show the importance of using a multitriallearning task and of attending to the theoretically based causal relation among variables when evaluating how monitoring accuracy and self-regulation are related to test performance. The results of this investigation may help to explain why previous research has failed to link these variables.Recently, a great deal of research has focused on metacognitive monitoring and self-regulation of study (for books highlighting research in these areas, see Hacker,

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“…While preschool children overpredict their memory performance consistently, elementary-school children are much more accurate ( e.g., Flavell et al, 1970;Kelly, Scholnick, Travers, & Johnston, 1976;Levin, Yussen, De Rose & Pressley, 1977;Markman, 1973;Monroe & Lange, 1977;Worden & Sladewski-Awig, 1982). Whether elementary-school children over-or underestimate performance seems to vary with the memory task.…”

Section: Memory Monitaring Performance Prediction Accuracymentioning

confidence: 99%

“…Levin et al (1977) administered recall and recognition tasks to grade-1, grade-5, and college students and elicited performance predictions for both tasks. The authors hypothesized that higher prediction accuracy would be obtained for recall compared to recognition, arguing that recall tasks are more like the memory tasks that children and college students usually confront.…”

Section: Relationships Between Prediction Accuracy and Memory Performmentioning

confidence: 99%