Metamemory: A Critical Examination

Cavanaugh, John C.; Perlmutter, Marion

doi:10.1111/j.1467-8624.1982.tb01290.x

Cited by 55 publications

(78 citation statements)

References 72 publications

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“…Although the proper interpretation of predictions of task performance is open to debate, it is one widely used means of studying metamemo-ry (Cavanaugh & Perlmutter, 1982;Hasselhorn & Hager, 1989). One major factor influencing the pattern of age differences in prediction accuracy is whether the predictions are global estimates of subsequent task performance (e.g., the total number of words to be correctly recalled in a free recall task) or item-by-item judgments of likelihood of subsequent recall (e.g., ratings of likelihood of remembering a target word given the cue it was paired with during study).…”

mentioning

confidence: 99%

Metamemory and aging: Relations between predicted, actual and perceived memory task performance

Hertzog

Saylor

Fleece

et al. 1994

Aging, Neuropsychology, and Cognition

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Four experiments examined adult age differences in predictions and postdictions of memory task performance. The results support the conceptualization of performance predictions as constructed judgments that are influenced by a number of factors, including memory self-efficacy and task appraisal processes.Prediction accuracy varied as a function of the type of task (recall better than recognition), subject age (better accuracy by old adults), and task experience (improvement over trials). Prediction accuracy appeared to be influenced by inferences about possible levels of task performance. Different age groups were equally accurate at postdicting performance. Three of the four experiments obtained predictions both before and after study, observing an increase in the correlations of predictions with recall after study. This upgrading effect was more pronounced for younger adults relative to older adults, possibly indicating poorer monitoring of learning or the contents of memory by older adults during the construction of the after-study prediction.

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mentioning

confidence: 99%

Metamemory and aging: Relations between predicted, actual and perceived memory task performance

Hertzog

Saylor

Fleece

et al. 1994

Aging, Neuropsychology, and Cognition

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“…They also knew more about the memory demands of particular tasks. These trends were confirmed in a later study by Cavanaugh and Borkowski, 1980. Past debate about the necessity of metamemorial knowledge for effective memory performance (Cavanaugh & Borkowski, 1980;Cavanaugh & Perlmutter, 1982;Flavell, 1978;Flavell & Wellman, 1977;Paris, Newman & McVey, 1982) has been superceded as more recent research has mostly confirmed the validity of the metamemory/memory performance relationship (Borkowski, Milstead & Hale, 1988;Schneider, 1985;Wellman, 1983). A basic rationale for the present study was the assumption that metamemorial knowledge is necessary for controlled use of appropriate memory strategies in complex memory tasks (Pressley, Borkowski & O'Sullivan, 1985).…”

mentioning

confidence: 59%

Metamemorial knowledge in a group of black South African school children

Sharratt

Heuvel

1995

South African Journal of Psychology

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An interview study of metamemory based on that of Kreutzer, Leonard and Flavell (1975) was carried out on 94Zulu school children, with an age range of 6-13 years. It was hypothesized that the types of metamemorial knowledge found might be culture and/or schooling dependent. A general pattern was detected in the data of the children, namely, that in respect of knowledge of task and person memory variables, responses were mostly similar to those of the Kreutzer et al. 's American group, but in respect of knowledge of strategic variables, the Zulu children lagged behind the American sample. In particular, there were lags in the patterns of responding on the interview sections immediate-delay, story-list, study-plan, preparation: object, preparation: event, retrieval: object, retrieval: event, and rote-paraphrase. Possible cultural and educational reasons for these results are discussed in the light of other related research.'n Onderhoudstudie van meta-geheue wat gebaseer is op die studie van Kreutzer, Leonard en Flavell (1975), is op 94, ses tot dertienjarige, Zulusprekende kinders uitgevoer. 'n Hipotese is daargestel dat die verskillende tipes meta-geheuekennis wat gevind sou word, dalk afhanklik sou wees van kultuur-en/of skolasties faktore. In Aigemene patroon is in die data ontdek, naamlik dat met betrekking tot veranderlikes wat gekoppel is aan kennis van taak-en persoonsgeheue, die responspatrone oor die algemeen soortgelyk was aan die van die Kreutzer et al. se Amerikaanse groep. Daar is egter gevind dat die Zulusprekende kinders met betrekking tot kennis van strategiese veranderlikes, 'n agterstand getoon het in vergelyking met die Amerikaanse steekproef. Daar is veral agterstande in die responspatrone in die onderhoud afdelings: immediate-delay, story-list, study-plan, preparation:object, preparation: event, retrieval: object, retrieval: event en rote-paraphrase. Moontlike kulturele en opvoedkundige redes vir die uitslae word bespreek in die lig van ander verwante navorsing.

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“…The simultaneous presence of mathematical items and metacognitive items offered the advantage of making the meaning of the metacognitive items clear to the children and of offering an estimate of the metacognitive process in a concrete situation. It is also true, however, that this procedure does not guarantee the independence of the estimates related to mathematical success and the metacognitive process (see Cavanaugh & Perlmutter, 1982); therefore, we cannot know to what extent the two processes influenced each other, even less with what relation. In particular, high metacognitive scores can be partially a result of higher mathematical competence.…”

Section: Discussionmentioning

confidence: 99%

Mathematics and Metacognition: What Is the Nature of the Relationship?

Cornoldi¹

1997

Mathematical Cognition

100

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A metacognitive perspective assumes there to be a close relation between areas of learning skills and metacognitive monitoring processes. This relation has been emphasised many times for areas such as memory and reading, but comparatively little systematic evidence has been gathered for mathematics. In order to assess this latter aspect, this research has examined the success level in a standardised mathematical test and the awarenesses regarding the control processes (prediction, planning, monitoring, and evaluation) during the execution of the test of 397 thirdgrade and 394 fourth-grade children. Analysis of the results showed that the numerical and geometrical problem-solving abilities are most strongly related to metacognitive capabilities. In arithmetic, this relation is clearly present only for third-graders

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Metamemory: A Critical Examination

Cited by 55 publications

References 72 publications

Metamemory and aging: Relations between predicted, actual and perceived memory task performance

Metamemory and aging: Relations between predicted, actual and perceived memory task performance

Metamemorial knowledge in a group of black South African school children

Mathematics and Metacognition: What Is the Nature of the Relationship?

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