| Autor: |
Godfrey M; Division of Neuropsychology, Children's National Hospital, Washington, DC, USA., Casnar C; Division of Neuropsychology, Medical College of Wisconsin, Milwaukee, WI, USA., Stolz E; Division of Neuropsychology, Children's National Hospital, Washington, DC, USA., Ailion A; Department of Neurology and Psychiatry, Boston Children's Hospital, Boston, MA, USA.; Department of Psychiatry, Harvard Medical School, Boston, MA, USA., Moore T; Department of Neurology and Psychiatry, Boston Children's Hospital, Boston, MA, USA., Gioia G; Division of Neuropsychology, Children's National Hospital, Washington, DC, USA. |
| Abstrakt: |
Metamemory is a component of metacognition that includes both the knowledge of factors that affect memory (i.e. declarative metamemory) and knowledge and application of factors in one's own learning and recall performance (i.e. procedural metamemory). The current paper aims to provide a comprehensive review of studies examining metamemory ability development from preschool into adolescence in order to improve the understanding of metamemory, its developmental course, and the available assessment methods. We examined the developmental trajectory of procedural and declarative metamemory abilities for both typically developing children and clinical populations. We found procedural metamemory abilities emerge around 4 to 5 years old, and significantly improve across childhood and into adulthood, although less is known about metamemory development across adolescence in typically developing children. Additionally, metamemory abilities vary significantly based on clinical pathology, although relatively fewer studies have examined these abilities in children with neurodevelopmental disorders or other neurologic conditions, such as acquired brain injury. The methods of metamemory assessment varied significantly across studies as well, indicating a need for a standardized metamemory measure, which would have high utility for clinical care. |
