Document Type : Research Paper
Authors
1 Assistant Professor in Psychology, Payame Noor University
2 . M.A. in Special Education, Tehran University
Abstract
Introduction: The aim of the present study was to investigate the effect of verse training on children`s monitoring memory. Method: Using multistage random sampling 24 male students from the first-grade were chosen. The research design was quasi-experimental using pretest - posttest and control group. Students of the experimental group received eight 45-minutes sessions of teaching verse, which was based on self-asking teaching strategy designed by Chan and Klee (1990) and Dembo information-processing approach (1994). In order to test the students’ memory a list of pairs of words was used. Data Analysis was done using covariance test. Findings: The results showed that the average error in students’ meta-memory who had received verse training was less than students who did not have this type of training. Conclusion: Students who received verse training mostly used the words they were sure they would remember; while students who had not received training in verse could not remember the words they were sure to remember. Therefore, a difference was observed between actual memory and predicted memory of these students.
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