28th International Congress of Psychology August 8 ... - U-netSURF

transfer were 5.9% (first graders, high-typicality), 0% (first graders, low-typicality), 22.4% (third
graders, high-typicality) and 14.5% (third graders, low-typicality). The higher percentage of UD
children for third graders and for highly-typical materials was due to the fact that more children in
these groups showed strategic behavior.
1047.3 A microgenetic study of strategy use and metamemory, H. Shin, Florida Atlantic
University, Boca Raton, FL, USA
A microgenetic design was used to examine changing pattern of 48 first-grade Korean children’s
strategy use and metamemory. Sort-recall and memory-monitoring tasks (predictions/postdictions)
were presented in each of 7 weekly sessions. Sessions 1 & 2 were baseline. Session 3 involved
four types of training including a control condition. Session 4 was a prompted test. Sessions 5, 6, 7
were transfer-of-training tests. Results showed different patterns between the groups in their recall,
strategy use, typical errors related to the sort-recall task, but not memory monitoring. The results
indicated that children’s overestimation of their performance results in a utilization deficiency.
1047.4 How could teachers influence their students in developing metamemory skills? G.
Zheng, Institute of Psychology, The Chinese Academy of Sciences, Beijing, China
In an earlier study on metamemory development, it was found that children from different
countries (i.e., urban Chinese and German) showed little difference in list recall tasks and
metamemory measures, while there was a significant difference between Chinese urban and rural
samples. Hypothesized that the explicit and implicit uses of memory strategies should be resulted
from school quality and practical teaching, a study was conducted to observe the instructions of
teachers, performance and strategy reports of both students and teachers in memory tasks, and to
detect how the instructions/teaching should affect Chinese students at different ages and from
different schools.
1047.5 On the effects of incentives and feedback on children´s eyewitness memory, C.
Hernández-Blasi 1 , C.M. Roebers 2 , 1 Universitat Jaume I, Castellón, Spain; 2 Universität Würzburg,
Würzburg, Germany
Eighty 6-year-olds, eighty 7-year-olds, and eighty 8-year-olds were shown a short video (7
minutes), and approximately three weeks later all participants were individually questioned about
it. There were four different conditions for the questioning: a) Free report (NO incentives and NO
feedback), b) Immediate Incentives (incentives and feedback), c) Delayed Incentives (incentives
but NO feedback), and d) Immediate Verbal Feedback (NO incentives but feedback). Results
showed no differences across conditions when children answered open-ended questions, but
revealed a significant condition effect when children answered misleading questions. These results
are interpreted in terms of a combined effect of incentives and feedback..
1048 INVITED SYMPOSIUM
Evaluation research to promote quality at universities
Convener and Chair: C. Spiel, Austria
1048.1 Students' evaluations of university teaching, H. Marsh, University of Western Sydney,
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