Young children's knowledge of the relative difficulty of recognition and recall memory tasks

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Abstract

16 kindergarten and 16 1st-grade children were told stories about twins who were given recognition and recall memory tasks; Ss judged which of the twins remembered more of identical sets of to-be-remembered items. Contrary to the implications of other recent work, it was found that a number of Ss gave clear evidence that they believe recognition tasks to be easier than recall tasks. It is argued that this item of acquired metamemory may be important in the later development of the retrieval strategy of converting recall tasks into recognition tasks. (2 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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