期刊名称：International Electronic Journal of Elementary Education
印刷版ISSN：1307-9298
出版年度：2017
卷号：2
期号：1
页码：32-52
语种：English
出版社：International Electronic Journal of Elementary Education
其他摘要：In this paper we examine the development of children's metamemory and provide practicalimplications of research findings for the classroom. In the first part of the paper we defineand discuss the global concept of metacognition, the component processes of metacognitionand the importance of each component to children's learning. We then examine thedevelopment of children's knowledge about memory and ability to monitor memory (i.e.,metamemory). We focus, in particular, on seven major research themes: children'smetamemory develops with age and experience, younger children are less aware than olderchildren of the benefits of categorization on recall, younger children use different strategiesthan older children, children's causal attributions may affect metamemory, instructionalinterventions must be appropriately timed, children will show more strategy transfer whenexplicit instructions are provided and children overestimate their memory ability. Wediscuss implications of these major themes for teachers of young children.
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