Access the full text.
Sign up today, get DeepDyve free for 14 days.
J. Kramer, R. Engle (1981)
Teaching awareness of strategic behavior in combination with strategy training: effects on children's memory performance.Journal of experimental child psychology, 32 3
Signs of intelligence: Strategy generalization and metacognition
(1983)
1983).The zone of proximal development
L. Marascuilo, J. Levin (1985)
Multivariate statistics in the social sciences : a researcher's guideJournal of the American Statistical Association, 80
M. Pressley (1982)
Mnemonic versus Nonmnemonic Vocabulary-Learning Strategies: Additional Comparisons.Journal of Educational Psychology, 74
(1976)
What have we learned about maximizing what children learn
Specializations: Children's learning and cognition
J. Borkowski, Sandra Levers, T. Gruenenfelder (1976)
Transfer of Mediational Strategies in Children: The Role of Activity and Awareness During Strategy Acquisition.Child Development, 47
J. Cavanaugh, J. Borkowski (1979)
The Metamemory-Memory “Connection”: Effects of Strategy Training and MaintenanceJournal of General Psychology, 101
Beth Kennedy, Dolores Miller (1976)
Persistent use of verbal rehearsal as a function of information about its value.Child Development, 47
M. Wittrock, J. Levin, V. Allen (1976)
Cognitive Learning in ChildrenAmerican Educational Research Journal, 13
H. Waters (1982)
Memory development in adolescence: Relationships between metamemory, strategy use, and performanceJournal of Experimental Child Psychology, 33
Constance Kendall, J. Borkowski, J. Cavanaugh (1980)
Metamemory and the transfer of an interrogative strategy by EMR childrenIntelligence, 4
Ann Brown, J. Campione, C. Barclay (1978)
Training Self-Checking Routines for Estimating Test Readiness: Generalization from List Learning to Prose Recall.Child Development, 50
Specializations: Children's memory strategies
(1978)
Coordination of means and goals in the development of mnemonic skills
Annemarie Palincsar, Ann Brown (1983)
Reciprocal teaching of comprehension-monitoring activities
R. Schleser, A. Meyers, R. Cohen (1981)
Generalization of Self-Instructions: Effects of General versus Specific Content, Active Rehearsal, and Cognitive LevelChild Development, 52
W. Rohwer (1973)
Elaboration and learning in childhood and adolescence.Advances in child development and behavior, 8
(1981)
Cognitive monitoring
S. Paris, R. Newman, Kelly McVey (1982)
Learning the functional significance of mnemonic actions: A microgenetic study of strategy acquisitionJournal of Experimental Child Psychology, 34
A. Brown, C. Barclay (1976)
The effects of training specific mnemonics on the metamnemonic efficiency of retarded children.Child development, 47 1
Representing knowledge and meta-knowledge: Implications for interpreting metamemory research
W. Dickson (1981)
Children's oral communication skills
P. Ornstein (2014)
Memory development in children
M. Black, H. Rollins (1982)
The effects of instructional variables on young children's organization and free recallJournal of Experimental Child Psychology, 33
M. Pressley (1977)
Imagery and Children’s Learning: Putting the Picture in Developmental PerspectiveReview of Educational Research, 47
M. Pressley, K. Ross, J. Levin, E. Ghatala (1984)
The role of strategy utility knowledge in children's strategy decision makingJournal of Experimental Child Psychology, 38
M. Pressley, J. Borkowski, J. O’Sullivan (1984)
Memory strategy instruction is made of this: Metamemory and durable strategy use.Educational Psychologist, 19
Educational Psychology Department
M. Pressley, J. Levin, E. Ghatala (1984)
Memory strategy monitoring in adults and childrenJournal of Verbal Learning and Verbal Behavior, 23
Specialization: Children's learning
Eileen Moynahan (1978)
Assessment and selection of paired associate strategies: A developmental studyJournal of Experimental Child Psychology, 26
M. Orne
This Week's Citation Classic
Barbara Ringel, Carla Springer (1980)
On knowing how well one is remembering: the persistence of strategy use during transfer.Journal of experimental child psychology, 29 2
Marguerite Lodico, E. Ghatala, J. Levin, M. Pressley, J. Bell (1983)
The effects of strategy—Monitoring training on children's selection of effective memory strategiesJournal of Experimental Child Psychology, 35
Annemarie Palincsar, Ann Brown (1983)
Reciprocal Teaching of Comprehension-Monitoring Activities. Technical Report No. 269.
Second-grade children were given general training in monitoring the utility of strategies, the affective consequences of strategy use, or no strategy-monitoring training. They then performed an associative learning task, first without strategy instructions and then with instructions to use either an effective or ineffective strategy. All training conditions produced short-term maintenance of the effective strategy, but only the strategy-utility training resulted in long-term maintenance. Subjects given strategy-utility training abandoned the ineffective strategy at a higher rate than children given strategy-affect or no training. Responses to metamemory questions indicated that only in the strategy-utility condition was strategy efficacy a prime consideration in strategy-use decisions. This experimental evidence bolsters the case for including monitoring instruction in multicomponent training packages aimed at producing durable strategy use.
American Educational Research Journal – SAGE
Published: Jun 24, 2016
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.