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  • Title: Understanding and remembering: children's knowledge about the differential effects of strategy and task variables on comprehension and memorization.
    Author: Lovett SB, Flavell JH.
    Journal: Child Dev; 1990 Dec; 61(6):1842-58. PubMed ID: 2083501.
    Abstract:
    Developmental changes in knowledge about the differences between the mental processes of comprehension and memory were investigated in 3 studies using first graders, third graders, and undergraduates as subjects. 2 types of knowledge were assessed: (a) knowledge about the types of strategies appropriate to achieving the goals of comprehension, memorization, or a combination of the 2; (b) knowledge about how different task variables differentially affect comprehension and memorization tasks. With respect to the former, only the 2 older groups showed some understanding of the differential effectiveness of rehearsal and word familiarity for memory versus comprehension and thus showed some understanding of the comprehension-memory distinction with respect to strategy knowledge. As for the latter, only undergraduates correctly differentiated between the 2 mental processes with respect to the task variables of list length, item familiarity, and the categorical organization of the items.
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