Abstract
The study investigated the role of metamemory and of metamemory activation in the development of mnemonic performance. Seventy-two subjects from three age levels (7-, 10-, and 17-year-olds) served in an awareness and in a control condition. In the awareness condition knowledge about the effect of categorical grouping on recall (metamemory) was questioned before the main memory task while in the control condition this metamemory question was subsequent to the main memory task. Categorical grouping as a preparation for recall (mnemonic performance) was assessed by using both a liberal and a conservative criterion. Contrary to a previous conclusion by Salatas and Flavell (1976), it was found that metamemory was a necessary condition for mnemonic performance, when the latter was assessed in a more valid, conservative way. Developmental differences were found both in metamemory and in the actual use of metamemory. This latter difference could not be eliminated by providing metamemory activation in the awareness condition.
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