| How could teachers influence their students in developing metamemory skills? | |
| G. Zheng | |
| 2004 | |
| 会议日期 | 2004 |
| 会议地点 | Beijing |
| 页码 | 40-40 |
| 英文摘要 | In an earlier study on metamemory development, it was found that children from different countries (i.e., urban Chinese and German) showed little difference in list recall tasks and metamemory measures, while there was a significant difference between Chinese urban and rural samples. Hypothesized that the explicit and implicit uses of memory strategies should be resulted from school quality and practical teaching, a study was conducted to observe the instructions of teachers, performance and strategy reports of both students and teachers in memory tasks, and to detect how the instructions/teaching should affect Chinese students at different ages and from different schools |
| 学科主题 | 教育心理学 |
| 语种 | 英语 |
| WOS记录号 | WOS:000226118000362 |
| 内容类型 | 会议论文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/6296]  |
| 专题 | 心理研究所_中国科学院心理研究所回溯数据库(1956-2010) |
| 推荐引用方式 GB/T 7714 | G. Zheng. How could teachers influence their students in developing metamemory skills?[C]. 见:. Beijing. 2004. |
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