The effects of task demands and children's information storage capacity on metamemorial decisions

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University of Wisconsin--Madison, 1983 - Psychology - 260 pages
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13 minutes 17 minutes acquired knowledge affect metamemory performance age trend allocated amount of information analysis of variance asked assess knowledge assess metamemory Brown capacity allocated capacity scores child Child Development Child Psychology cognitive activities cognitive processes Cognitive Psychology contained correct Correlation Matrix correlations Counting Span Test counting the green CST scores decision problems decisions Developmental Psychology developmental trends Doctor of Philosophy easiest time remembering Educational Psychology efficient processing Ericsson and Simon experimenter explanation Ferrara fictional character fifth grade Flavell four options gender given 13 given 17 given 5 minutes goal Grade Let's say green dots hardest time remembering Hillsdale human information processing increased information presented information processing constructs information processing system information storage capacity interaction Kindergarten knowledge about memory knowledge of list Kreutzer et al Let's say list length Mean Number measure measure information storage Meichenbaum memory memory-relevant memory-relevant variables metacognitive metacognitive knowledge metamemorial knowledge metamemory decision Metamemory Means metamemory performance metamemory problems metamemory questions metamemory research metamemory scores metamemory task metamemory variables minutes to look minutes to study Number Correct number of green number of options number of variables older children pairwise comparisons partial correlations performance on metamemory person possible predictions probes problem types processing capacity Psychology question types relationship remember 11 remember 7 names remember some names remembering the names responding response bias retrieval Romberg and Collis say O.K. set size short-term memory significant six problem types Social cognitive Span Test scores specific standard deviations strategies study time list task demands taxonomy test cards total type trial type II error type of metamemory type of question type scores types of problems University of Wisconsin UNIVERSITY OF WISCONSIN-MADISON variable e.g. variables in isolation variance accounted Wellman within each option young children Yussen

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