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A Different View of Metamemory with Illustrations from Children's Beliefs about Long-Term Retention.
Peer reviewedO'Sullivan, Julia T.; Howe, Mark L. – European Journal of Psychology of Education, 1998
Argues that metamemory should be conceptualized as personalized, constructed knowledge consisting of accurate and naive beliefs. Illustrates the advantages of such a conceptualization using data about the development of children's beliefs about long-term retention. Concludes by sketching future directions for research in this area. (DSK)
Descriptors: Childhood Attitudes, Cognitive Psychology, Foreign Countries, Learning Processes
