Relations between children’s metamemory and strategic performance: Time-varying covariates in early elementary school

Although much is known about the development of memory strategies and metamemory in childhood, evidence for linkages between these memory skills, either concurrently or over time, has been limited. Drawing from a longitudinal investigation of the development of memory, repeated assessments of children’s (N=107) strategy use and declarative metamemory were made, in order to examine the development of these skills and the relations between them over time. Latent curve models were used first to estimate the trajectories of children’s strategy use and metamemory and then to examine predictors of children’s performance in each of these domains. Children’s metamemory at the beginning of Grade 1 was linked to child- and home-level factors, whereas the development of both skills was related to maternal education level. Additional modeling of the longitudinal relations between strategic sorting and metacognitive knowledge indicated that metamemory at earlier time points was predictive of subsequent strategy use