Exploring the relationship between strategy training and the child's apparent knowledge, this study assessed (1) whether the effects of rehearsal training without added metamnemonic feedback would be evident one week after training, and (2) the effects of specific training upon more general metamnemonic awareness. Initially 40 children 6 years of age participated in the study. Each subject was administered a serial recall task and was measured on overt rehearsal and success in the recall task. Each additionally was administered a metamemory task designed to fulfill Flavell and Wellman's 1977 classification of the constituents of metamemory. Scores were used to form three groups of subjects differing in the extent they rehearsed: "producers" who rehearsed on six or seven trials, semi-producers, and non-producers. Each of these groups was divided into two; half received training and half were controls. While control subjects were tested on the serial recall task again, the experimental group was tested and instructed to rehearse. Both groups were tested a third time after a week had passed. Comparisons of pretest and posttest data suggest that rehearsal training led to lasting increases in the use of rehearsal, improved recall, and greater expressed knowledge of metamnemonic awareness. Improved recall was particularly evident among those 6-year-olds who did not spontaneously rehearse. Results contrast with findings of previous studies. (RH)
