The interrelationships among metamemory, intelligence, attributional beliefs, self-concept, and strategy use were investigated in 102 German and 91 American children. After pretest assessment, -children in the experimental conditions were trained to use a cluster-rehearsal strategy on a Sort Recall task. Posttraining assessments included tests of strategy maintenance, near-transfer, and task-related metamemorial knowledge. The two samples differed significantly on metamemorial, attributional, strategic, and performance variables. Causal modeling procedures showed that different causal models were required to explain relationships among the cognitive and personality/motivational variables in the two samples, with metamemory having the most consistent influence on strategy use.
Get full access to this article
View all access options for this article.
References
1.
Borkowski, J. G. , Cavanaugh, J. C. (1979). Maintenance and generalization of skills and strategies by the retarded. In N. R. Ellis(Ed.), Handbook of mental deficiency: Psychological theory and research (2nd ed.) Hillsdale, NJ: Erlbaum.
2.
Borkowski, J. G. , Johnston, M. B., & Reid, M. K. (1985). Metacognition, motivation, and the transfer of control processes. In S. J. Ceci (Ed.), Handbook of cognitive, social, and neuro-psychological aspects of learning disabilities. Hillsdale, NJ: Erlbaum.
3.
Brown, A. L. (1978). Knowing when, where and how to remember. In R. Glaser (Ed.), Advances in instructional psychology. Hillsdale, N.J.: Erlbaum.
4.
Brown, A. L. , Campione, J. C., & Barclay, C. R. (1979). Training self-checking routines for estimating test readiness: Generalization from list learning to prose recall. Child Development50, 501-512.
5.
Cattell, R. B. , & Weiss, R. H. (1977). Grundintelligenztest CFT2 Skala 2, 6. Auflage. Braunschweig: Westermann.
6.
Fabricius, W. V. , & Hagen, J. W. (1984). The use of causal attributions about recall performance to assess metamemory and predict strategic memory behavior in young children. Developmental Psychology, 20, 975-987.
7.
Flavell, J. H. (1978). Metacognitive development. In J. M. Scandura & C. J. Brainerd (Eds.), Structural process theories of complex human behavior. Alphen a.d. Rijn, Netherlands: Sijtoff & Noordhoff.
8.
Galtung, J. (1981). Structure, culture, and intellectual style: An essay comparing saxonic, teutonic, gallic, and mipponie approaches. Social Sciences Information, 20, 817-856.
9.
Gelzheiser, L. (1984). Generalization from categorical memory tasks to prose by learning disabled adolescents. Journal of Educational Psychology, 76, 1128-1139.
10.
Harter, S. (1979). The perceived competence scalefor children. Denver: University of Denver Press.
11.
Harter, S. (1980). A scale of intrinsic versus orientation in the classroom. Denver: University of Denver Press.
12.
Heller, H. S. , Gädike, A. K., & Weinlader, H. (1976). Kognitiver Fahigkeitstest fur 4.-13. Klassen (KFT4-13). Weinheim: Belta.
13.
Huitema, S. E. (1980). The analysis of covariance and alternatives. New York: John Wiley.
14.
Krause, A. (1983). Attributions, intrinsic motivation, and metamemory: Determinants of strategic behavior. Unpublished master's thesis, University of Notre Dame.
15.
Kreutzer, M. A. , Leonard C., & Flavell, J. H. (1975). An interview study of children's knowledge about memory. Monographs of the Society for Research in Child Development, 40 (Serial No. 159).
16.
Kurtz, B. E. , & Borkowski, J. G. (1984). Children's metacognition: Exploring relations between knowledge, process, and motivational variables. Journal of Experimental Child Psychology, 37, 335-354.
17.
Kurtz, B. E. , & Borkowski, J. G. (1985). Metacognitive and strategy development in impulsive and reflective children: A longitudinal investigation. Paper presented at the annual meetings of SRCD, Toronto.
18.
Lohmoller, J. B. (1983). Path models with latent variables and partial least squares (PLS) estimation. Unpublished doctoral dissertation, Hochschule der Bundeswehr, Munchen.
19.
Lohmoller, J. B. (1984). LVPLS program manual-Latent variables path analysis with partial least squares estimation. Koln: Zentralarchiv fur Empirische Sozialforschung.
20.
Palincsar, A. S. , & Brown, A. L. (1984). Reciprocal teaching of comprehension fostering a monitoring activity. Cognition and Instruction, 1, 117-175.
21.
Paris, S. , & Jacobs, J. E. (1984). The benefits of informed instruction for children's reading awareness and comprehension skills. Child Development, 55, 2083-2093.
22.
Pressley, M. , Borkowski, J. G., & O'Sullivan, J. T. (1984). Memory strategy instruction is made of this: Metamemory and durable strategy use. Educational Psychologist, 19, 94-107.
23.
Roenker, D. L. , Thompson, C. P., & Brown, S. (1971). Comparison of measures for the estimation of clustering in free recall. Psychological Bulletin, 76, 4548.
24.
Salili, F. , Maehr, M. L., & Gillmore, G. (1976). Achievement and mortality: A cross-cultural analysis of causal attribution and evaluation. Journal of Personality and Social Psychology, 33, 327-337.
25.
Schneider, W. (1985). Developmental trends in the metamemory-memory behavior relationship: An integrative review. In D. L. Forrest-Pressley, G. E. MacKinnon, & T. G. Waller (Eds.), Cognition, metacognition, and human performance (Vol. 1). New York: Academic Press.
26.
Schneider, W. , Korkel, J., & Weinert, F. E. (1984). The effects of intelligence, self-concept, and attributional style on metamemory and memory behavior: A developmental study. Paper presented at the meeting of the American Educational Research Association, New Orleans.
27.
Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71, 3-25.
28.
Weiner, B. , & Peter, N. (1973). A cognitive-developmental analysis of achievement and moral judgments. Developmental Psychology, 9, 290-309.
29.
Wold, H. (1982). Soft modeling-the basic design and some extensions. In K. G. Joreskog & H. Wold (Eds.), Systems under indirect observation, Part II. Amsterdam: North-Holland Publishing.
