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Young school children are often given learning tasks where it is beneficial for them to use monitoring information. This study examined judgement-of-learning (JOL) monitoring information and children's spontaneous use of JOLs to regulate their study-time. Grades 1, 3, and 5 children were presented with picture-pairs of easily-named objects in 3 study-test trials of which the second and third study trials were self-paced. When children were prompted, it was found that all grades made accurate JOLs. However, only grades 3 and 5 children spontaneously utilized this information by allocating more study-time for items that were incorrect than for items that were correct on the previous test. The study is unique in the computerized method of presenting the pictures and recording study-time.Dept. of Psychology. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1994 .C484. Source: Masters Abstracts International, Volume: 34-02, page: 0882. Adviser: Akire Kobasigowa. Thesis (M.A.)--University of Windsor (Canada), 1994.
Church, Geraldine M., "Children's spontaneous monitoring and control processes in a memory task." (1994). Electronic Theses and Dissertations. 1428.