Developmental trends in children's memory monitoring

By M. Schneider, Mechtild Visé, Kathrin Lockl, T. O. Nelson. 2000

126 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Improving self-monitoring and self-regulation: From cognitive psychology to the classroom (2012, background): “The study by Schneider et al. (2000) can by now be considered as a classic with regard to investigating the metamemory paradigm with young children.”
Metacognition and control of study choice in children (2013, background): “In the few studies that have investigated delayed JOLs in children, those judgments have been fairly accurate (Roebers et al. 2007; Schneider et al. 2000; Koriat and Shitzer-Reichert 2002).”
Activation of inaccurate prior knowledge affects primary-school students' metacognitive judgments and calibration (2013, background): “At a young age, relative accuracy of JOLs can already be high, because children seem to be able to accurately discriminate between items (e.g. Dufresne & Kobasigawa, 1989; Koriat & ShitzerReichert, 2002; Schneider et al., 2000).”
Flawed Self-Assessment (2004, unknown): “…more accurately predicted subsequent recall than did self-assessments collected immediately (see Dunlosky & Nelson, 1992; Kelemen, 2000; Nelson & Dunlosky, 1991), a result that has been found to be just as true of kindergartners as it is of college students (Schneider, Vise, Lockl, & Nelson, 2000).”