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date: 17 August 2019

Abstract and Keywords

Learners’ success in remembering reflects their strategic approach to the demands that their memory places on them. Differences in success on memory tasks are usually taken to reveal memory ability; but things are more complicated. Memory performance is determined by the interplay of learners’ goals and motivations and the sophistication of the approaches they bring to a particular learning context. Thus, rememberers are burdened with choosing strategies that most efficiently meet their goals, given conditions at encoding or retrieval. Learners must navigate the costs and benefits of engaging select strategies, beginning with simple decisions such as how to distribute study time and ending with complex scenarios where they must infer superior learning strategies following exposure to an alternative strategy. Learners may modulate their use of beneficial strategies in accord with their goals but are much less successful at bringing completely new strategies to bear when the situation calls for them.

Keywords: metamemory, metacognition, learning, strategies, remembering, decision making

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