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Metamemory Assessment and Memory Behavior in a Simulated Memory Professional Task

Huet1, Mariné

  • 1Laboratoire Travail et Cognition, UMR CNRS 5551, Toulouse, France

Contemporary Educational Psychology
|November 14, 1997
PubMed
Summary

This study shows that metamemory knowledge impacts memory performance in professional tasks, regardless of changing memory demands. Strategy instruction can enhance professional performance when memory needs evolve.

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Area of Science:

  • Cognitive Psychology
  • Occupational Psychology

Background:

  • Metamemory knowledge is crucial for effective memory performance in professional settings.
  • Understanding the relationship between metamemory and memory performance is vital for training.

Purpose of the Study:

  • To investigate metamemory knowledge in a simulated professional task (beverage service).
  • To examine the relationship between metamemory knowledge and memory performance under varying constraints.

Main Methods:

  • Student waiters were interviewed about metamemory knowledge regarding beverage recall.
  • A simulated beverage-service task assessed memory performance (paired-associate and global recall).
  • Memory constraints were manipulated via table size and perceptive cues.

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Main Results:

  • Task-strategy and strategy were the only related variables within metamemory knowledge.
  • Metamemory knowledge significantly influenced memory performance across all constraint levels.

Conclusions:

  • Metamemory knowledge is a key factor in professional memory performance, irrespective of environmental changes.
  • Strategy instruction is recommended for professional training to improve performance in dynamic work environments.