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Yoosefi Looyeh M, Sayf A A. Development of Metamemory and Memory Behavior in Children and Adolescents. Advances in Cognitive Sciences 2004; 5 (4) :1-14
URL: http://icssjournal.ir/article-1-287-en.html

Objective: To study the development of metamemory (MM) and memory behavior (MB) among the normal students at first, third, and fifth grades of the elementary school, and first and third grades of the guidance school.
Method: Assessment of MM and MB was performed in five antonym task characteristics (type of concept): emotional-non-emotional, single-compound, concrete-abstract, with conceptual relation-without conceptual relation and dynamic-static concepts. From each school grade, 50 participated in this study (25 boys and 25 girls). Based on the abovementioned five antonym task characteristics, five subtests were devised and each subtest was applied to 10 persons at each grade to nullify the experiment effect. Each subtest was used at 2 steps: first to measure MM, and then MB.
Results: The correlation between MM and MB was often a low or very low positive association and at times it was a moderately to strongly positive. The relationship between MM and MB was influenced by age and the task variable. The MM accuracy and MB ability improves with age. The MM accuracy was influenced by the task. In the girls, the MM accuracy and MI ability were better than the boys. No significant relationship was found between the MM and MB and the participant's academic achievement.
Conclusion: There is no persistent relationship between MM and MB. The present controversies among different studies on MM and MB, and the challenges call for further investigations.