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Influence of Domain Knowledge on Monitoring Performance across the Life Span
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Löffler, Elisabeth; von der Linden, Nicole; Schneider, Wolfgang – Journal of Cognition and Development, 2016
Two studies were conducted to investigate effects of domain knowledge on metacognitive monitoring across the life span in materials of different complexity. Participants from 4 age groups (3rd-grade children, adolescents, younger and older adults) were compared using an expert-novice paradigm. In Study 1, soccer experts' and novices'…
Descriptors: Metacognition, Age Differences, Grade 3, Children
Effects of a Short Strategy Training on Metacognitive Monitoring across the Life-Span
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von der Linden, Nicole; Löffler, Elisabeth; Schneider, Wolfgang – Frontline Learning Research, 2015
The present study was conducted to explore the potential positive influence of a short strategy training on metacognitive monitoring competencies covering a life-span approach. Participants of four age groups (3rd-grade children, adolescents, younger and older adults) concluded a paired-associate learning task. Additionally, they gave delayed…
Descriptors: Metacognition, Teaching Methods, Memory, Accuracy
The Effects of Intelligence, Self-Concept, and Attributional Style on Metamemory and Memory Behavior: A Developmental Study. Paper 1.
Schneider, Wolfgang; And Others – 1984
The influence of intelligence, self-concept, and causal attributions on metamemory and the metamemory-memory behavior relationship in grade-school children was studied. Following the assessment of intelligence, self-concept, and causal attributions, 105 children each from grades 3, 5, and 7 were given a metamemory interview and a sort-recall task.…
Descriptors: Attribution Theory, Cognitive Development, Correlation, Elementary Education