On the public citation graph
The Teacher's Role in Facilitating Memory and Study Strategy Development in the Elementary School Classroom
0 signed · 102 inferred · view as graph
Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.
Is this your work? Sign in with ORCID and put your name on the
claims that are yours.
Reference health. See whether every reference in this work resolves to a
known work and none has been retracted — and get a dated CiteStamped
badge you can embed.
What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1007/978-1-4613-9475-4_5openalex-snapshot
Memory Strategy Instruction with Children
inferredcites →https://doi.org/10.1016/0022-0965(73)90137-9openalex-snapshot
Verbal elaboration and the promotion of transfer of training in educable mentally retarded children
inferredcites →https://doi.org/10.1016/0022-0965(78)90008-5openalex-snapshot
Maintenance of children's rehearsal strategies: Effects of amount of training and strategy form
inferredcites →https://doi.org/10.1016/0022-0965(80)90023-5openalex-snapshot
On knowing how well one is remembering: The persistence of strategy use during transfer
inferredcites →https://doi.org/10.1016/0022-0965(81)90111-9openalex-snapshot
Teaching awareness of strategic behavior in combination with strategy training: Effects on children's memory performance
inferredcites →https://doi.org/10.1016/0022-0965(82)90002-9openalex-snapshot
The effects of instructional variables on young children's organization and free recall
inferredcites →https://doi.org/10.1016/0022-0965(85)90059-1openalex-snapshot
Associative and categorical processes in children's memory: The role of automaticity in the development of organization in free recall
inferredcites →https://doi.org/10.1016/0022-0965(85)90092-xopenalex-snapshot
Associative and categorical hypotheses of organization in the free recall of adults and children
inferredcites →https://doi.org/10.1016/0022-0965(86)90001-9openalex-snapshot
Recall, clustering, and metamemory in young children
inferredcites →https://doi.org/10.1016/0022-0965(86)90024-xopenalex-snapshot
The role of conceptual knowledge and metamemory in the development of organizational processes in memory
inferredcites →https://doi.org/10.1016/0022-0965(87)90055-5openalex-snapshot
Development of strategic skills in impulsive and reflective children: A longitudinal study of metacognition
inferredcites →https://doi.org/10.1016/0022-0965(89)90046-5openalex-snapshot
Producing memory strategy maintenance and generalization by explicit or implicit training of memory knowledge
inferredcites →https://doi.org/10.1016/0022-0965(90)90052-aopenalex-snapshot
Relationships between study organization, retrieval organization, and general and strategy-specific memory knowledge in young children
inferredcites →https://doi.org/10.1016/0160-2896(78)90022-3openalex-snapshot
Perspectives on the development of memory and cognition
inferredcites →https://doi.org/10.1016/0273-2297(86)90002-xopenalex-snapshot
Children's reading strategies, metacognition, and motivation*1
inferredcites →https://doi.org/10.1016/s0065-2407(08)60467-xopenalex-snapshot
Developmental Studies of Mediated Memory
inferredcites →https://doi.org/10.1037//0012-1649.25.5.765openalex-snapshot
Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development.
inferredcites →https://doi.org/10.1037/0022-0663.81.2.263openalex-snapshot
Note-taking fosters generative learning strategies in novices.
inferredcites →https://doi.org/10.1037/e473742008-181openalex-snapshot
Production Deficiency in Young Children's Clustered Recall
inferredcites →https://doi.org/10.1037/h0035493openalex-snapshot
More on measures of category clustering in free recall-although probably not the last word.
inferredcites →https://doi.org/10.1080/00461528409529285openalex-snapshot
Memory strategy instruction is made of this: Metamemory and durable strategy use
inferredcites →https://doi.org/10.1111/j.1467-8624.1975.tb04057.xopenalex-snapshot
Transfer of Cumulative-Rehearsal Strategies in Children's Short-Term Memory
inferredcites →https://doi.org/10.1111/j.1467-8624.1979.tb04135.xopenalex-snapshot
Training Self-Checking Routines for Estimating Test Readiness: Generalization from List Learning to Prose Recall
inferredcites →https://doi.org/10.1111/j.1467-8624.1982.tb01319.xopenalex-snapshot
Elaboration and Memory Development
inferredcites →https://doi.org/10.1111/j.1467-8624.1983.tb03888.xopenalex-snapshot
Impulsivity and Strategy Transfer Metamemory as Mediator
inferredcites →https://doi.org/10.1111/j.1467-8624.1985.tb00138.xopenalex-snapshot
Training Children to Use a Self-Monitoring Study Strategy in Preparation for Recall: Maintenance and Generalization Effects
inferredcites →https://doi.org/10.1177/001316446002000104openalex-snapshot
A Coefficient of Agreement for Nominal Scales
inferredcites →https://doi.org/10.1207/s1532690xci0102_1openalex-snapshot
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
inferredcites →https://doi.org/10.1207/s1532690xci0502_2openalex-snapshot
Thinking Skills versus Learning Time: Effects of Alternative Classroom-Based Interventions On Students' Mathematics Problem Solving
inferredcites →https://doi.org/10.3758/bf03330211openalex-snapshot
On the reliability and validity of children’s metamemory
inferredcites →https://doi.org/10.4324/9781315211985-5openalex-snapshot
Learning, Remembering, and Understanding
inferredcites →https://doi.org/10.5860/choice.27-1218openalex-snapshot
Memory development between 2 and 20
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.2139/ssrn.4656876openalex-extracted
I Believe I Can, so I Will? The Predictive and Moderating Role of Teachers’ Self-Efficacy Beliefs for Their Promotion of Self-Regulation of Learning
inferred← citeshttps://doi.org/10.1006/drev.1997.0440openalex-snapshot
Instructing Children to Use Memory Strategies: Evidence of Utilization Deficiencies in Memory Training Studies
inferred← citeshttps://doi.org/10.1007/978-3-531-19137-9_54openalex-snapshot
„Unterstreiche alle wichtigen Stellen im Text!“ – Zur Anregung des Lesestrategieeinsatzes im Anfangsunterricht
inferred← citeshttps://doi.org/10.1007/bf03172810openalex-snapshot
A different view of metamemory with illustrations from children’s beliefs about long-term retention
inferred← citeshttps://doi.org/10.1007/s10648-018-9453-7openalex-snapshot
Teachers’ and Students’ Belief Systems About the Self-Regulation of Learning
inferred← citeshttps://doi.org/10.1007/s11409-010-9055-3openalex-snapshot
Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance
inferred← citeshttps://doi.org/10.1007/s11409-018-9181-xopenalex-snapshot
Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews
inferred← citeshttps://doi.org/10.1007/s11409-023-09368-5openalex-snapshot
Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education
inferred← citeshttps://doi.org/10.1007/s11409-024-09374-1openalex-snapshot
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study
inferred← citeshttps://doi.org/10.1007/s11409-026-09488-8openalex-snapshot
Exploring subject-specific variations in teachers’ promotion of self-regulated learning: insights from classroom observations, teachers’ self-reports, and students’ perceptions
inferred← citeshttps://doi.org/10.1007/s42010-023-00189-8openalex-snapshot
Video-based classroom insights: Promoting self-regulated learning in the context of teachers’ professional competences and students’ skills in self-regulated learning
inferred← citeshttps://doi.org/10.1016/b978-012370509-9.00136-4openalex-snapshot
The Development of Skilled Remembering in Children
inferred← citeshttps://doi.org/10.1016/j.edurev.2008.02.003openalex-snapshot
How can primary school students learn self-regulated learning strategies most effectively?
inferred← citeshttps://doi.org/10.1016/j.jarmac.2014.07.006openalex-snapshot
Breakdown in the metacognitive chain: Good intentions aren’t enough in high school.
inferred← citeshttps://doi.org/10.1016/j.jecp.2010.08.001openalex-snapshot
Relations between children’s metamemory and strategic performance: Time-varying covariates in early elementary school
inferred← citeshttps://doi.org/10.1016/j.jsp.2013.10.001openalex-snapshot
Instructional and behavior management practices implemented by elementary general education teachers
inferred← citeshttps://doi.org/10.1016/j.tate.2018.01.012openalex-snapshot
Student teachers' prior knowledge as prerequisite to learn how to assess pupils' learning strategies
inferred← citeshttps://doi.org/10.1016/j.tsc.2018.02.001openalex-snapshot
Future teachers’ knowledge about learning strategies: Misconcepts and knowledge-in-pieces
inferred← citeshttps://doi.org/10.1016/s0065-2407(08)60053-1openalex-snapshot
Fostering Metacognitive Development
inferred← citeshttps://doi.org/10.1016/s0166-4115(08)61089-4openalex-snapshot
Chapter 1 A Tale of Two Settings: Young Children'S Memory Performance in The Laboratory and The Field
inferred← citeshttps://doi.org/10.1024/1010-0652/a000017openalex-snapshot
Implementation eines Programms zur Förderung selbstregulierten Lesens
inferred← citeshttps://doi.org/10.1024/1010-0652/a000112openalex-snapshot
The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*
inferred← citeshttps://doi.org/10.1037//0022-0663.92.2.342openalex-snapshot
Teachers' coaching of learning and its relation to students' strategic learning.
inferred← citeshttps://doi.org/10.1037//0022-0663.94.4.751openalex-snapshot
The development of verbal memory in childhood and adolescence: Findings from the Munich Longitudinal Study.
inferred← citeshttps://doi.org/10.1080/00220671.1997.10543773openalex-snapshot
Effects of Grade Level and Subject on Student Test Score Predictions
inferred← citeshttps://doi.org/10.1080/00220973.1994.9944137openalex-snapshot
The Effects of Performance Feedback on Memory Strategy Use and Recall Accuracy in Students With and Without Mild Mental Retardation
inferred← citeshttps://doi.org/10.1080/00220979809604405openalex-snapshot
Preservice Teachers' Value for Learning-Strategy Instruction
inferred← citeshttps://doi.org/10.1080/00221325.1994.9914764openalex-snapshot
The Use of Imagery Training to Improve Reading Comprehension of Second Graders
inferred← citeshttps://doi.org/10.1080/00221325.1994.9914792openalex-snapshot
Children's Use of Mnemonic Strategies: Variability in Response to Metamemory Training
inferred← citeshttps://doi.org/10.1080/00221325.1996.9914870openalex-snapshot
The Experiential Facilitation of Memory Development in the Home Environment
inferred← citeshttps://doi.org/10.1080/02601370210141020openalex-snapshot
Learning-to-learn strategies as a basis for effective lifelong learning
inferred← citeshttps://doi.org/10.1080/09297049.2022.2055751openalex-snapshot
A review of procedural and declarative metamemory development across childhood
inferred← citeshttps://doi.org/10.1080/09602010902819731openalex-snapshot
Impairment of simultaneous-spatial working memory in nonverbal (visuospatial) learning disability: A treatment case study
inferred← citeshttps://doi.org/10.1080/09602011.2015.1070735openalex-snapshot
Effects of memory strategy training on performance and event-related brain potentials of children with ADHD in an episodic memory task
inferred← citeshttps://doi.org/10.1080/15248371003699910openalex-snapshot
Memory Strategies and Retrieval Success in Preschool Children: Relations to Maternal Behavior Over Time
inferred← citeshttps://doi.org/10.1080/15248372.2012.664593openalex-snapshot
Math Anxiety, Working Memory, and Math Achievement in Early Elementary School
inferred← citeshttps://doi.org/10.1080/15248372.2015.1135800openalex-snapshot
The Socialization of Children’s Memory: Linking Maternal Conversational Style to the Development of Children’s Autobiographical and Deliberate Memory Skills
inferred← citeshttps://doi.org/10.1080/15248372.2018.1470976openalex-snapshot
Relating Children’s Early Elementary Classroom Experiences to Later Skilled Remembering and Study Skills
inferred← citeshttps://doi.org/10.1080/15248372.2023.2225620openalex-snapshot
The Development of Children’s Autobiographical and Deliberate Memory Through Mother–Child Reminiscing
inferred← citeshttps://doi.org/10.1080/17405620701336802openalex-snapshot
The development of young children's memory strategies: Evidence from the Würzburg Longitudinal Memory Study
inferred← citeshttps://doi.org/10.1080/19404159909546604openalex-snapshot
Comparative expectations and knowledge off teachers and parents with regard to memory skills in children with learning difficulty
inferred← citeshttps://doi.org/10.1097/00011363-200501000-00007openalex-snapshot
Deep-Level Comprehension of Science Texts
inferred← citeshttps://doi.org/10.1109/tlt.2026.3658939openalex-snapshot
Virtual Robots in E-Learning: A Pathway to Enhanced Academic Self-Esteem, Math Performance, and Engagement in Children
inferred← citeshttps://doi.org/10.1111/bjep.12345openalex-snapshot
The development of an instrument to test pre‐service teachers’ beliefs consistent and inconsistent with self‐regulation theory
inferred← citeshttps://doi.org/10.1111/cdev.12100openalex-snapshot
The Effect of Teachers' Memory-Relevant Language on Children's Strategy Use and Knowledge
inferred← citeshttps://doi.org/10.1145/3511808.3557580openalex-snapshot
DialogID: A Dialogic Instruction Dataset for Improving Teaching Effectiveness in Online Environments
inferred← citeshttps://doi.org/10.1177/008124639502500201openalex-snapshot
Metamemorial knowledge in a group of black South African school children
inferred← citeshttps://doi.org/10.1177/026142940201600306openalex-snapshot
High Thinking Processes (HTP): Elements of Curricula and Teaching Able-Learners
inferred← citeshttps://doi.org/10.1177/0305735605048012openalex-snapshot
From child to musician: skill development during the beginning stages of learning an instrument
inferred← citeshttps://doi.org/10.1177/0735633117699231openalex-snapshot
Online K-12 Teachers’ Perceptions and Practices of Supporting Self-Regulated Learning
inferred← citeshttps://doi.org/10.1177/0963721420925543openalex-snapshot
Toward an Understanding of the Development of Skilled Remembering: The Role of Teachers’ Instructional Language
inferred← citeshttps://doi.org/10.1177/14757257211016604openalex-snapshot
Supporting Peer Feedback on Learning Strategies: Effects on Self-Efficacy and Feedback Quality
inferred← citeshttps://doi.org/10.1177/153944929901900403openalex-snapshot
The Effect of Strategy on the Recall of the Rey-Osterrieth Complex Figure in Children with or without Learning Disabilities
inferred← citeshttps://doi.org/10.1207/s1532690xci1802_02openalex-snapshot
Explanations of Mathematical Concepts in Japanese, Chinese, and U.S. First-and Fifth-Grade Classrooms
inferred← citeshttps://doi.org/10.1207/s15326985ep3201_4openalex-snapshot
The rediscovery of the active learner in adaptive contexts: A developmental-historical analysis..
inferred← citeshttps://doi.org/10.12677/ap.2024.144231openalex-snapshot
The Influence of Adult Cognitive Processing Language on Preschool Children’s Metacognition
inferred← citeshttps://doi.org/10.13014/k21z429dopenalex-snapshot
Fostering Metacognition in K-12 Classrooms: Recommendations for Practice
inferred← citeshttps://doi.org/10.14786/flr.v4i5.247openalex-snapshot
What determines whether teachers enhance self-regulated learning? Predicting teachers’ reported promotion of self-regulated learning by teacher beliefs, knowledge, and self-efficacy
inferred← citeshttps://doi.org/10.1891/1945-8959.12.2.138openalex-snapshot
The Connection Between Primary School Students’ Self-Regulation in Learning and Perceived Teaching Quality
inferred← citeshttps://doi.org/10.3389/feduc.2020.00159openalex-snapshot
Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner
inferred← citeshttps://doi.org/10.3389/feduc.2023.1105466openalex-snapshot
Teaching self-regulation through role modeling in K-12
inferred← citeshttps://doi.org/10.3389/feduc.2024.1406205openalex-snapshot
Literacy resilience: bridging linguistic literacy and self-regulated learning for enhanced educational success
inferred← citeshttps://doi.org/10.3389/feduc.2024.1451314openalex-snapshot
Helping teacher education students’ understanding of self-regulated learning and how to promote self-regulated learning in the classroom
inferred← citeshttps://doi.org/10.3389/fpsyg.2014.00664openalex-snapshot
Preparing learners with partly incorrect intuitive prior knowledge for learning
inferred← citeshttps://doi.org/10.3390/bs15111512openalex-snapshot
A Professional Development Program That Combines Direct with Indirect Promotion of Self-Regulated Learning for Secondary School Teachers
inferred← citeshttps://doi.org/10.3758/bf03195736openalex-snapshot
Working memory capacity and strategy use
inferred← citeshttps://doi.org/10.4018/978-1-5225-0204-3.ch006openalex-snapshot
Teachers as First Responders
inferred← citeshttps://doi.org/10.4018/979-8-3373-6315-8.ch007openalex-snapshot
Colonial and Post-Colonial Language Legislation and the Exclusion of Indigenous Languages in India
inferred← citeshttps://doi.org/10.46827/ejel.v7i5.4449openalex-snapshot
THE INTERACTION BETWEEN SELF-REGULATED LEARNING STRATEGIES AND EFL TEENAGER LEARNERS’ POSTCARD WRITING AT ENGLISH CENTER IN MEKONG DELTA, VIETNAM
inferred← citeshttps://doi.org/10.52223/jess.20223303openalex-snapshot
Effectiveness of Instructional Planning and Strategies of Teachers as A National Professional Standard for Teachers in Pakistan
Editorial review for independent work. ICSAC — the Institute for Complexity
Science and Advanced Computing — runs a structured editorial panel for researchers
publishing outside journals, and publishes on CiteStamp rails. Submission is free
and goes through ORCID: icsacinstitute.org/submit.