Abstract
Some selected pioneering findings in the child-developmental and adulthood-aging literature are reviewed and evaluated within the framework of Nelson and Narens’ (1990) theory of metamemory. Suggestions are made for conceptually-based analytical research to help specify the mechanism(s) that underlie developmental differences in metamemory.
Résumé
On a sélectionné quelques données princeps dans la littérature sur le développement de l’enfant et le vieillissement. Ces données sont examinées et évaluées dans le cadre de la théorie de la métamémoire proposée par Nelson et Narens. Des suggestions sont faites pour une recherche analytique guidée par les concepts «conceptually-based» permettant d’aider à spécifier les mécanismes responsables des différences développementales dans le domaine de la métamémoire.
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Preparation of this article was supported in part by a Career Development Award (K05-MH1075) from the National Institute of Mental Health to Thomas O. Nelson.
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Plude, D.J., Nelson, T.O. & Scholnick, E.K. Analytical research on developmental aspects of metamemory. Eur J Psychol Educ 13, 29–42 (1998). https://doi.org/10.1007/BF03172811
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DOI: https://doi.org/10.1007/BF03172811