Metamemory; Executive function; Cognitive Development
Abstract :
[en] This experiment examined how knowledge of memory strategies and of memory functioning improves during childhood and what variables are involved in this development. Three main aspects of metamemory were assessed based on the performance of a group of 100 children (aged 4, 6, 9 and 11 years) on a battery of executive tasks. At the same time, the influence of variables such as intelligence, vocabulary and parental education level was also investigated. Results of mediation analyses reveal that the relation between children’s age and internal strategy knowledge was partially mediated by working memory skills but that executive functions did not mediate the impact of chronological age on children’s knowledge of external strategies or of memory functioning. Additionally, verbal fluency predicted internal and external strategy knowledge. Implications for general learning theories in childhood are discussed
Disciplines :
Theoretical & cognitive psychology
Author, co-author :
Geurten, Marie ; Université de Liège > Département de Psychologie : cognition et comportement > Neuropsychologie
Catale, Corinne ; Université de Liège > Département de Psychologie : cognition et comportement > Département de Psychologie : cognition et comportement
Meulemans, Thierry ; Université de Liège > Doyen de la Fac. de Psych., Logopédie et Sc. de l'Education
Language :
English
Title :
Involvement of Executive Functions in Children’s Metamemory
Publication date :
2016
Journal title :
Applied Cognitive Psychology
ISSN :
0888-4080
eISSN :
1099-0720
Publisher :
John Wiley & Sons, Inc, West Sussex, United Kingdom
Volume :
30
Issue :
1
Pages :
70-80
Peer reviewed :
Peer Reviewed verified by ORBi
Funders :
F.R.S.-FNRS - Fonds de la Recherche Scientifique [BE]
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