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Inducing Children to Generate Mnemonic Organizational Strategies: An Examination of Long-Term Retention and Materials

Inducing Children to Generate Mnemonic Organizational Strategies: An Examination of Long-Term... Whether children's strategy transfer is influenced by prior experience was investigated in a memory context. Specifically, experience with highly related materials was predicted to facilitate subsequent use of organizational strategies and recall of low-associated items. In Experiment 1, 3rd graders induced to use organizational strategies through exposure to categorical materials demonstrated better recall and organization, both immediately and 3–5 days later, than children explicitly trained in strategy use. Experiment 2 examined age-related differences in materials that would induce children to generate organizational strategies on their own. Third graders exposed to categorical materials exhibited better recall and organization of low associates, whereas functional materials facilitated 6th graders' performance. In both experiments, metamemory and simulated teaching instructions mirrored memory performance. Without direct instruction, experience with strongly associated materials induces children independently to discover and use organizational strategies with less-related materials. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Developmental Psychology American Psychological Association

Inducing Children to Generate Mnemonic Organizational Strategies: An Examination of Long-Term Retention and Materials

Best, Deborah L.
Developmental Psychology , Volume 29 (2): 13 – Mar 1, 1993
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References (26)

Publisher
American Psychological Association
Copyright
Copyright © 1993 American Psychological Association
ISSN
0012-1649
eISSN
1939-0599
DOI
10.1037/0012-1649.29.2.324
Publisher site
See Article on Publisher Site

Abstract

Whether children's strategy transfer is influenced by prior experience was investigated in a memory context. Specifically, experience with highly related materials was predicted to facilitate subsequent use of organizational strategies and recall of low-associated items. In Experiment 1, 3rd graders induced to use organizational strategies through exposure to categorical materials demonstrated better recall and organization, both immediately and 3–5 days later, than children explicitly trained in strategy use. Experiment 2 examined age-related differences in materials that would induce children to generate organizational strategies on their own. Third graders exposed to categorical materials exhibited better recall and organization of low associates, whereas functional materials facilitated 6th graders' performance. In both experiments, metamemory and simulated teaching instructions mirrored memory performance. Without direct instruction, experience with strongly associated materials induces children independently to discover and use organizational strategies with less-related materials.

Journal

Developmental Psychology – American Psychological Association

Published: Mar 1, 1993

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