The child's conception of organization and recall

Tenney, Yvette J.

doi:10.1016/0022-0965(75)90152-6

Cited by 32 publications

(15 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These are Generating strategies (Kreutzer et al, 1975), Word list generation (Tenney, 1975), Organisation of prose (Danner, 1976) and Judging task difficulty (based on Kreutzer et al, 1975, andWellman, 1977). They are selected as commonly referenced and representative of the range of metacognitive tasks presented to children in the primary school age range (7-11 years): an age in which the greatest developments in metacognition are reputed to occur.…”

Section: The Relationship Between Metacognitive Measuresmentioning

confidence: 99%

The Development and Inter‐relationship of Metacognitive Components among Primary School Children

Thorpe

Satterly

1990

Educational Psychology

View full text Add to dashboard Cite

Much interest has been expressed in the construct metacognition, the individual's knowledge and control of his own cognitive processes. Recent educational proposals have suggested the training of general metacognitive principles in schools. The exact nature of the construct has, however, remained vague. The aim of the present study was to provide some clarity. In a study of the metacognitive responses of 144 primary school children (aged 7-11 years) four measures commonly used to assess metacognitive function were examined. First, the content of each measure was examined. Secondly, in an attempt to identify a metacognitive factor, commonality among the measures, both of developmental patterns and statistical relationship, was sought. Whilst a common pattern of development in the children's responses to the four measures was identified, factor analysis failed to provide evidence for a common metacognitive factor and unified construct.In the last 15 years much interest has centred on the concept of metacognition: the individual's knowledge of cognition and regulation of his own cognitive processes. Metacognition has been the focus of research, particularly for developmentalist and, more recently, for its educational relevance (Feuerstein et al, 1980; Nisbett & Shucksmith, 1986;Sternberg, 1989). It has been suggested that identification of children's knowledge of their own memory functioning and its limitations might form the basis for teaching. Children's learning might be enhanced by training in broad metacognition skills and strategies whilst teachers might harmonise their teaching with the strengths and limitations of their pupils. Despite the interest accorded metacognition and a number of research reviews which have called for greater clarity, however 5 Downloaded by [Computing & Library Services, University of Huddersfield] at 23:36 26 December 2014 6 K. J. Thorpe & D. J. H. Satterly( Brown et al., 1983;Wellman, 1983;Schneider, 1985), metacognition remains "a fuzzy concept" (Wellman, 1983).The range of tasks in which metacognitive differences have been observed is diverse. The present paper seeks to provide some clarity. Its aim is to identify the essence of the concept as it is used in the literature by examining the measures commonly used to access it. First, it examines the nature of individual measures of metacognition. Secondly, it examines the relationship between measures in an endeavour to identify those points of commonality which might be identified as metacognitive factor. Measures of MetacognitionCurrent measures of metacognition are largely derived from studies whose aim is to describe its development. These studies have typically observed, cross-sectionally, children's responses to specific individual cognitive tasks (learning, problem-solving) from which a metacognitive component is derived. This metacognitive component is not so much the outcome of the task (how much is learned or the solution of the problem) but rather the principles applied (metacognitive knowledge) and the conscious contr...

show abstract

Section: The Relationship Between Metacognitive Measuresmentioning

confidence: 99%

The Development and Inter‐relationship of Metacognitive Components among Primary School Children

Thorpe

Satterly

1990

Educational Psychology

View full text Add to dashboard Cite

show abstract

“…This study, which employs what could be termed a differentiation method ology, led to a number of other differentiation studies ( Tenney, 1975;Yussen, 1974;Yussen et al, 1975). The differentiation methodology answers the criticism of production deficiency experiments.…”

Section: The Concept O F Intention In Studies O F Memory Developmentmentioning

confidence: 99%

The Early Development of Intentional Memory Behavior

Wellman

1977

Human Development

View full text Add to dashboard Cite

A conceptualization of intentional behavior is presented stressing the problem of diagnosis. The conceptual considerations are translated into methodological requirements for the study of intentional memory development. These requirements are used to selectively review the literature on memory development. It is concluded that even 3-year-old children intentionally engage in certain simple mnemonic behaviors in certain simple memory situations. Subsequently, this early achievement undergoes considerable development involving changes in the child’s memory behaviors and metamemory.

show abstract

“…Esta modificação nas respostas tem sido referida como mudança sintagmática -paradigmática (Nelson, 1977). Mudanças similares têm sido referidas como episódica -semântica (Petrey, 1977), ou esquemática -taxonómica (Tenney, 1975). Apesar da diferente terminologia, todas estas definições revelam a existência de uma mudança de uma organização temática, através do modo como as coisas se relacionam no mundo real, para uma organização mais abstracta e categorial.…”

unclassified