Understanding and Remembering: Children's Knowledge about the Differential Effects of Strategy and Task Variables on Comprehension and Memorization.

Lovett, Suzanne B.; Flavell, John H.

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Peer reviewed

ERIC Number: EJ426170

Record Type: Journal

Publication Date: 1990

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0009-3920

EISSN: N/A

Understanding and Remembering: Children's Knowledge about the Differential Effects of Strategy and Task Variables on Comprehension and Memorization.

Lovett, Suzanne B.; Flavell, John H.

Child Development, v61 n6 p1842-58 Dec 1990

Assessed first and third graders' and undergraduates' knowledge of strategies appropriate to comprehension and memory. Also assessed their knowledge of task variables affecting comprehension and memorization tasks. Only undergraduates showed understanding of comprehension-memory distinction. Third graders showed some understanding of differential effectiveness of strategies. (BC)

Descriptors: Cognitive Development, Cognitive Processes, Cognitive Style, Comprehension, Elementary School Students, Grade 1, Grade 3, Learning Strategies, Memorization, Memory, Primary Education, Rote Learning, Undergraduate Students, Word Lists, Word Recognition

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A