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The effect of encouraging self evaluation on children's ability to transfer the use of mnemonic strategy

Research output: Contribution to journalJournal articlepeer-review

<mark>Journal publication date</mark>1983
<mark>Journal</mark>Human Learning: Journal of Practical Research and Applications
Issue number4
Number of pages11
Pages (from-to)327-338
Publication StatusPublished
<mark>Original language</mark>English


84 children divided into 3 age groups (5 yrs to 6 yrs 9 mo, 8 yrs 1 mo to 9 yrs 10 mo, and 10 yrs 11 mo to 11 yrs 11 mo) were tested on a memory task before and after being given training in the use of a mnemonic strategy. Half of them were asked a series of questions aimed at making them evaluate their improved performance when using the strategy. All age groups improved their performance after strategy training. However, in the younger groups, only those Ss given performance evaluation questions used the strategy in a subsequent task. On the other hand, 11-yr-olds in the evaluation and nonevaluation groups transferred the strategy to the new task. It is argued that older children spontaneously evaluate their performance, whereas younger children need help. (9 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)