Jennie K. Grammer|Kelly M. Purtell|Jennifer L. Coffman|Peter A. Ornstein
Relations between children’s metamemory and strategic performance: Time-varying covariates in early elementary school
University of North Carolina at Chapel Hill|University of North Carolina at Chapel Hill|University of North Carolina at Chapel Hill|University of North Carolina at Chapel Hill
although much known development memory strategies metamemory childhood evidence linkages memory skills either concurrently time limited drawing longitudinal investigation development memory repeated assessments childrens n 107 strategy use declarative metamemory made examine development skills relations time latent curve models used first estimate trajectories childrens strategy use metamemory examine predictors childrens performance domains childrens metamemory beginning grade 1 linked child homelevel factors whereas development skills related maternal education level additional modeling longitudinal relations strategic sorting metacognitive knowledge indicated metamemory earlier time points predictive subsequent strategy use