ways in which individuals can organize the information that they are processing in order to enhance recall in the future. Memory strategies that are helpful may include but are not limited to verbal rehearsal or mnemonics. The use of memory strategies varies in both the types of strategies used as well as the effectiveness of the strategies used across different age groups. Metamemory As children grow older, they show increasing evidence of metamemory which is the knowledge about their memory and how it works. There is strong evidence that suggests that greater awareness and knowledge about ones memory leads to increased use of memory strategies and greater levels of recall. In children under 7, the relationship between metamemory, strategy use, and recall is generally very weak or absent. This can be seen when comparing older children (over the age of 7) and preschool children on sorting tasks where children are asked to sort objects into groups that go together (for example animals) and attempt to recall them. As Adults age they tend to lose the recall ability. In a study by Guerrero Sastoque et al., they discovered that this could be the result of changes in the types of memory strategies used to compensate with their slower recall ability. Preschool Children Preschool children use simple tactics for remembering but do not use mental strategies and do not typically differentiate memory and perception. In order to remember objects, they tend to verbally name or visually inspect items and use memory strategies intermittently or inconsistently even if they are aware of how they can improve recall. Memory Strategies are used more consistently by children if they are reminded and taught to use them each time they are processing something that should be remembered. By age 7 By the age of 7, the awareness of the benefits of memory strategies in learning generally arises. The goal is for children to recognize the advantage of using memory strategies such as categorizing rather than simply looking or naming. At this age, children spontaneously use rehearsal to enhance short-term memory performance and retrieval strategies begin to be used spontaneously without the guidance of others. Elementary-age children have a significant improvement in their ability to retain information. Children start to understand that in order to not forget what they have learned. It is crucial to create a connection that will aid them to remember next time. Once