The present study evaluated the effectiveness of training second-grade children to self-monitor their study performance with two memory tasks and evaluated the effectiveness of training with both maintenance and generalization tasks. Some children received self-monitoring training in two sessions in both free and serial recall; others received training in only one task, either free or serial recall. Although trained children significantly improved their task performance from the pretest to the posttest session, the same was true for control children. No significant differences were found for generalization task performance based on training condition. During posttest study time, individuals receiving self-monitoring training did show evidence of maintaining the trained study strategy; however, a high proportion of untrained children also employed this strategy. No differences were indicated for children trained on two tasks versus those trained on only one task. Thus, whether receiving training or practice on memory task(s), children appeared to use an efficient study strategy and improved their task performance from pretest levels. Procedural details which may have contributed to learning-to-learn effects are discussed
