Home > Research > Publications & Outputs > The effect of encouraging self evaluation on ch...
View graph of relations

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

Research output: Contribution to journalJournal articlepeer-review

Published

Standard

The effect of encouraging self evaluation on children's ability to transfer the use of mnemonic strategy. / Jones, Helen; Ridgway, James; Bremner, J. Gavin.

In: Human Learning: Journal of Practical Research and Applications, Vol. 2, No. 4, 1983, p. 327-338.

Research output: Contribution to journalJournal articlepeer-review

Harvard

APA

Vancouver

Jones H, Ridgway J, Bremner JG. The effect of encouraging self evaluation on children's ability to transfer the use of mnemonic strategy. Human Learning: Journal of Practical Research and Applications. 1983;2(4):327-338.

Author

Jones, Helen ; Ridgway, James ; Bremner, J. Gavin. / The effect of encouraging self evaluation on children's ability to transfer the use of mnemonic strategy. In: Human Learning: Journal of Practical Research and Applications. 1983 ; Vol. 2, No. 4. pp. 327-338.

Bibtex

@article{00f4dc19d9b84879bc16f134120c00ad,
title = "The effect of encouraging self evaluation on children's ability to transfer the use of mnemonic strategy",
abstract = "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) ",
author = "Helen Jones and James Ridgway and Bremner, {J. Gavin}",
year = "1983",
language = "English",
volume = "2",
pages = "327--338",
journal = "Human Learning: Journal of Practical Research and Applications",
issn = "0277-6707",
number = "4",

}

RIS

TY - JOUR

T1 - The effect of encouraging self evaluation on children's ability to transfer the use of mnemonic strategy

AU - Jones, Helen

AU - Ridgway, James

AU - Bremner, J. Gavin

PY - 1983

Y1 - 1983

N2 - 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)

AB - 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)

M3 - Journal article

VL - 2

SP - 327

EP - 338

JO - Human Learning: Journal of Practical Research and Applications

JF - Human Learning: Journal of Practical Research and Applications

SN - 0277-6707

IS - 4

ER -