Abstract
This study examines (a) age and sill-level differences in metamemory and memory performance; (b) differences in memory and metamemory as a function of type of task and instructional support; (c) whether task-specific metamemory predicts performance better than general metamemory; and (d) whether previous metamemory findings generalize to a variety of memory tasks. Sixty-two average and 66 low-achieving children participated in 3 sessions. General metamemory was assessed for hypothetical performance, with task-specific metamemory assessed for actual performance. Memory performance was assessed across a variety of tasks. Memory improved with age and skill level. Age and skill-level differences were not consistent across metamemory tasks
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