Author： Fritz Kristina
Publisher： Springer Publishing Company
ISSN： 1556-1623
Source： Metacognition and Learning, Vol.5, Iss.2, 2010-08, pp. : 207-228
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
Abstract
Kreutzer et al.'s (Monographs of the Society for Research in Child Development 40(1):1-60, 1975) metamemory interview has been widely used in children's metamemory literature, yet the psychometric properties of the measure have yet to be reported, and the format and language of some subtests may pose problems for young children. Researchers often combine subtests with other tests purported to measure metamemory, yet there is little empirical data regarding how these subtests relate. It has been proposed that metamemory is comprised of distinct procedural and declarative components, but this has not been empirically tested in young children. Therefore, the two studies reported here aimed to adapt Kreutzer et al.'s interview to increase its developmental appropriateness, to examine the relationship between the interview subtests, to add subtests that purport to test procedural metamemory, and then to examine the factor structure of the resulting scores and investigate how metamemory changes with age across the elementary school years. The results suggest that the adapted versions of the subtests are generally less contaminated by language ability, especially for the younger children. Factor analysis indicated the presence of two declarative metamemory factors and one procedural metamemory factor. Both declarative factors followed a similar developmental trajectory, increasing steadily from early to late elementary school age, whereas procedural metamemory increased significantly between Grades 1 and 3 only.
Related content
Excuse Me… When Will I Hear a Good Word about My Work?
The International Journal of Humanities Education, Vol. 11, Iss. 3, 2014-01 ,pp. :
Access to resources
Recommend
“How do I know what I think ‘till I hear what I say?”
The International Journal of Learning: Annual Review, Vol. 15, Iss. 11, 2008-01 ,pp. :
The International Journal of Learning: Annual Review, Vol. 17, Iss. 1, 2010-01 ,pp. :
‘It is My Education and I Deserve to be Involved’
The International Journal of Learning: Annual Review, Vol. 18, Iss. 1, 2011-01 ,pp. :