Metapamięć i strategie pamięciowe uczniów w młodszym wieku szkolnym w perspektywie poznawczej koncepcji uczenia się
Metamemory and Memory Strategies of Primary School Students in the perspective of the Cognitive Learning Theory

Summary/Abstract: This paper discusses recent research on the development of metamemory and memory strategies of young children in the context of the cognitive concept of social learning discussed by Flavelland Miller (1993). Memory development progresses from non-coordinated actions in early childhood to strategic behaviour during school age. Students who organize and code material to be memorized are able to effectively regulate their behaviour in learning situations. Research has established that the process of self-monitoring and self-regulation is crucial to developing metamemory in young children. It is established that strategies for learning metamemory abilities should be given more importance in early school education.

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