抄録
In this study, two issues concerning processes of prospective memory, that is, the relations between the use of memory aids and metamemory knowledge, and the effect of activities which arise on process till remembered, were examined. Eighty undergraduates were asked to bring four objects they may use in class or test hours two weeks later. The main results were as follows: 1) the relation between use or non-use of memory aids and metamemory knowledge weren’t noticed; 2) according to the importance and the effort made in order to bring the objects manipulated as experimental factors, recognition of importance, memory aids and conversation with others, etc., influenced the subject's performances in various ways, suggesting that conversation with others may have two functions (monitoring and reciprocal supplements) specially in the processes of prospective memory.
| 元の言語 | 英語 |
|---|---|
| ページ（範囲） | 377-385 |
| ページ数 | 9 |
| ジャーナル | Japanese Journal of Educational Psychology |
| 巻 | 40 |
| 発行部数 | 4 |
| DOI | |
| 出版物ステータス | 出版済み - 1 1 1992 |
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All Science Journal Classification (ASJC) codes
- Education
- Developmental and Educational Psychology
これを引用
An analysis of contents in metamemory knowledge and processes as factors affecting prospective memory. / Kobayashi, Keiichi; Maruno, Shunichi.
：: Japanese Journal of Educational Psychology, 巻 40, 番号 4, 01.01.1992, p. 377-385.研究成果: ジャーナルへの寄稿 › 記事
}
TY - JOUR
T1 - An analysis of contents in metamemory knowledge and processes as factors affecting prospective memory
AU - Kobayashi, Keiichi
AU - Maruno, Shunichi
PY - 1992/1/1
Y1 - 1992/1/1
N2 - In this study, two issues concerning processes of prospective memory, that is, the relations between the use of memory aids and metamemory knowledge, and the effect of activities which arise on process till remembered, were examined. Eighty undergraduates were asked to bring four objects they may use in class or test hours two weeks later. The main results were as follows: 1) the relation between use or non-use of memory aids and metamemory knowledge weren’t noticed; 2) according to the importance and the effort made in order to bring the objects manipulated as experimental factors, recognition of importance, memory aids and conversation with others, etc., influenced the subject's performances in various ways, suggesting that conversation with others may have two functions (monitoring and reciprocal supplements) specially in the processes of prospective memory.
AB - In this study, two issues concerning processes of prospective memory, that is, the relations between the use of memory aids and metamemory knowledge, and the effect of activities which arise on process till remembered, were examined. Eighty undergraduates were asked to bring four objects they may use in class or test hours two weeks later. The main results were as follows: 1) the relation between use or non-use of memory aids and metamemory knowledge weren’t noticed; 2) according to the importance and the effort made in order to bring the objects manipulated as experimental factors, recognition of importance, memory aids and conversation with others, etc., influenced the subject's performances in various ways, suggesting that conversation with others may have two functions (monitoring and reciprocal supplements) specially in the processes of prospective memory.
UR - http://www.scopus.com/inward/record.url?scp=85011199574&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85011199574&partnerID=8YFLogxK
U2 - 10.5926/jjep1953.40.4_377
DO - 10.5926/jjep1953.40.4_377
M3 - Article
AN - SCOPUS:85011199574
VL - 40
SP - 377
EP - 385
JO - Japanese Journal of Educational Psychology
JF - Japanese Journal of Educational Psychology
SN - 0021-5015
IS - 4
ER -