Examined were relationships between metamemory and strategic behavior in 130 impulsive and reflective children in fourth, fifth, and sixth grades. Of these, 77 had been tested 3 years earlier on multiple metamemory and memory tasks. At pretraining, children were assessed on metamemory, cognitive tempo, summarization skills, and teacher ratings of impulsive behavior in the classroom. Children in
... [Show full abstract] three experimental groups received prose summarization instructions, summarization instructions in conjunction with meta-cognitive training about the importance of a reflective approach to learning, or no instructions. Following training, children were again measured on tempo, summarization skills, and teacher ratings of impulsivity. Analyses of academic strategy use indicated superior performance for children who had received both summarization and metacognitive training. Causal modeling analyses showed early metamemory as a causal antecedent of later strategy acquisition. Discussion highlights the dual importance of metacognitive knowledge as a precursor of later strategy acquisition and metacognitive skills as the "executor" for lower-level strategies. (Author/RH)