Metamemoria y estrategias mnémicas en escolares

Abstract

The present paper is an attempt to determine the relationship between the level of metamemory attained by children aged 7 and 14, and their performance in two memory tasks. These tasks were designed to measure not only memory but also the use of two mnemonic strategies: rehearsal and clasification. The results of the first task show a better performance by subjects with a high level of metamemory, but only within the group of children aged 7. In the case of the clasification strategy, it seems that its use is not necessarily linked to better performance. Thus, in the group of older children, those with a low level of metamemory malee more use of the latter strategy, though their mernory is not higher than that of the children with a high level of metamemory. In the group of children aged 7, the results are similar: those with a high level of metamemory have better recall, but do not use the clasification strategy more frequently.