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1.
Marcus Hasselhorn 《Child development》1992,63(1):202-214
Second and fourth graders received 1 of 3 lists of items differing in category representativeness in either a free recall or a sort-recall task. The selection of list materials permitted a separation of the effects of age differences in category knowledge from those of that knowledge per se on children's recall behavior. Proximal and distal measures of metamemory also were derived. Levels of recall and clustering were superior in the sort-recall task and for items of high category typicality. Recall also increased with age, while grade effects for clustering were restricted to the sort-recall/high typicality condition. The deliberate use of an organizational strategy increased with items' category typicality and with age, and was more frequent in the sort-recall than in the free recall task. The results were interpreted as supporting the hypothesis that most 10-year-olds are capable of strategically activating category knowledge in appropriate task environments when items of high category typicality are provided. 相似文献
2.
The Language Experience of Deaf Children: Its Relation to Spontaneous Rehearsal in a Memory Task 总被引：1，自引：0，他引：1
This study was an investigation of whether the language history of deaf children is related to their delayed emergence of spontaneous memory strategy use. Use of rehearsal on a serial recall task was compared for 41 deaf (age 5 to 15 years) and 45 hearing (age 5 to 8 years) children. A lag of several years was noted in the emergence of spontaneous rehearsal for the deaf. Hierarchical discriminant function analysis showed language history to be a nearly perfect mediator of the relation between age and rehearsal use, effectively eliminating the lag in the emergence of rehearsal use. Increased language experience was hypothesized to be associated with automatization of language skills, and thus with decreased processing demands when language-based strategies are used. 相似文献
3.
The ability to recall and organize actions was studied in children from 5 to 11 years in age. 8 different auditory or visual commands were successively presented for 10 trials in each modality in a free-recall task. Younger children performed fewer commands but recalled relatively more recent ones, and they showed the same degree of subjective organization and the same degree and structure of hierarchical clustering as the older children. The hierarchical structure was independent of recall, age, and modality, with the motor actions being organized by the locus of the object or instrument of the verb in the command. The difficulty of the commands was highly correlated with uncertainty of the locus of the action, that is, the number of possible arguments (objects or instruments) a verb could assume, as measured by a subsidiary experiment on 8-year-olds who were asked to name as many parts of the body upon or with which one could perform each action. Developmental differences in recall appear to rise because of primary organization (retrieval) and rehearsal strategies rather than secondary organization. 相似文献
4.
Bebko (1984) reported that deaf children tend not to use spontaneously active memory strategies such as rehearsal in tasks requiring recall of ordered, temporal information. The present study investigated whether this tendency is task specific or generalized to other experimental paradigms. A central-incidental paradigm was used with profoundly deaf children and hearing children 6 to 13 years of age. The results for the hearing students replicated previous studies: central recall increased with age, but incidental recall changed little. For the deaf children, the results initially appeared very similar to those of the hearing children. However, on closer examination, the rehearsal strategies of the deaf students seemed less effective in mediating their recall. They apparently compensated for these difficulties by capitalizing on unique spatial features of the task, leading to recall levels comparable to those of the hearing students. Therefore, similar performance may not have been the result of equal strategy use but, rather, of the use of additional strategies by the deaf students. This study reinforced the need to provide additional training for deaf students in the use of memory strategies such as rehearsal when information is to be remembered in a sequential manner. 相似文献
5.
Two rhesus monkeys were tested in 6- and 10-item list memory tasks for performance changes as a function of the exposure duration of the list stimuli and the interstimulus interval (ISI) between successive list stimuli. Accuracy increased with longer item exposure duration and tended to decrease with longer ISI duration. Humans, by contrast, typically show increases in accuracy with ISI, a result taken as evidence of rehearsal. The decrease in accuracy for monkeys suggests that they were not using rehearsal processes in these list memory experiments. Further tests in which choice accuracy with predictable ISIs was compared with choice accuracy with unpredictable ISIs also yielded no evidence of rehearsal by the monkeys. This apparent absence of rehearsal mechanisms in monkeys, in situations also shown to support human rehearsal, is discussed as a potential difference in the visual working memory processes of the two species. 相似文献
6.
Thomas R. Coyle Lenore E. Read Jane F. Gaultney David F. Bjorklund 《Learning and individual differences》1998,10(4):273-290
This study examined strategic variability and variability-performance relations in intellectually gifted (mean IQ = 142.31; n = 85) and non-gifted (mean IQ = 112.44; n = 81) children who received five trials on an organizational memory task. Children were presented with different sets of categorizable words (e.g., boat, bus, car, banana, apple, orange) on each trial and were asked to remember the words for later recall. Four strategies were coded on each trial: sorting at study, rehearsal, category naming, and clustering at recall. Strategic variability was assessed in terms of fluctuations in the use of single strategies over trials, use of different combinations of multiple strategies over trials, and trial-bytrial switches in strategy use. In general, gifted children showed lower levels of variability (or higher levels of stability) in strategy use and higher levels of recall than non-gifted children. In addition, stability in strategy use was consistently associated with relatively high levels of recall for gifted but not non-gifted children. These findings confirm and extend research on non-strategic elementary cognitive tasks showing that cognitive stability is a prominent characteristic of gifted cognition. 相似文献
7.
Presently, the most common approach to examining the testing effect is using a free recall form of retrieval practice. In this experiment, we compared free recall to other retrieval-based study strategies including practice quizzing, test-generation, and keyword. We also examined the possible benefit of coupling these retrieval-based strategies with free recall. A total of 338 undergraduates were randomly assigned to one of the nine conditions: a repeated retrieval (study-test) learning condition paired with one of the four retrieval-based strategies, a single retrieval (study-study) learning condition paired with a retrieval-based strategy, or a rehearsal (study-study-study) condition. Following a 7-day delay, students completed a test assessing retention of information learned. There was a significant interaction between learning condition (repeated vs. single retrieval practice) and type of retrieval-based strategy. Free recall and practice quizzing were the most effective types of retrieval practice, and coupling testgeneration and practice quizzing with free recall led to significant benefits in performance. 相似文献
8.
We review a series of studies that evaluate the role of developing language skills as a prerequisite to spontaneous rehearsal use in deaf populations. We propose a theoretical model that summarizes the contribution of language skills by highlighting the interrelations among age, language proficiency, and automatized language skills. In an initial test of the model, an index of deaf children's language experience was found to be an almost complete mediator of strategy use. Increasing language proficiency, therefore, was implicated as a critical variable in predicting children's spontaneous rehearsal use, minimizing any direct contribution from age per se. In a more direct assessment of the link between general language proficiency and rehearsal use, pragmatic language skills (as measured by the Language Proficiency Profile: LPP-I) were found to be a nearly complete mediator of rehearsal use, with the remaining contributions of age and language experience being nonsignificant. Language proficiency, therefore, was identified as a strong and necessary prerequisite for rehearsal to be used spontaneously as a memory strategy. The additional hypothesis that the automatization of these general language skills, measured by a rapid automatized naming task (RAN), contributes to spontaneous rehearsal was also evaluated. Automatized language emerged as a partial mediator of the language proficiency → rehearsal use relation but additional language-processing variables were implicated. We discuss these findings as they relate to issues around the nature of language proficiency and the identification of those automatized language skills involved in rehearsal. 相似文献
9.
Bebko J 《Journal of deaf studies and deaf education》1998,3(1):4-14
Two related models of the role of developing and automatized language skills in the cognitive processing of deaf and hearing children are presented. One model focuses on explaining apparent delays in the emergence of a memory strategy (cumulative rehearsal) in children who are deaf, linking strategy use with the child's emerging language skills and the automatization of those skills. The second model is larger in scope and integrates this rehearsal model with added components relevant for higher-level cognitive activities such as reading. A program of research is reviewed that provides support for various components of the models with deaf children. Implications of the models for potential concurrent learning disabilities are discussed. 相似文献
10.
The effect of serial position was examined in a study of habituation of the vasoconstrictive orienting response in rabbits. In a procedure analogous to a recognition memory test, subjects received multiple exposures to an invariant list of stimuli before their response was assessed to an isolated item that had consistently occupied either the first, middle, or last position in the list. A reliably bowed serial-position function was obtained, with the least habituation (poorest retention) occurring for the item that had occupied the middle position in the list. The finding of both a primacy and a recency effect parallels the most general finding in studies of human memory and encourages a compatible account of habituation in infrahuman subjects. The result was discussed in terms of the opportunities for differential rehearsal of list items and contextual cues at different positions in the list. 相似文献
11.
How children choose among serial recall strategies 总被引：1，自引：0，他引：1
A theoretical and methodological approach originally developed to investigate preschoolers' arithmetic strategies was extended to the study of 5-8-year-olds' serial recall strategies. Immediately retrospective verbal reports, together with observation of overt behavior, indicated a number of parallels between strategy choices in the 2 areas. In serial recall, as in arithmetic, most children used multiple approaches. Even among the youngest children, the majority sometimes used the most effective strategy, repeated rehearsal. Changes in strategy choices were adaptive in the sense of children rehearsing more often when not rehearsing on the previous trial had led to incorrect recall. Developmental changes occurred in how often children rehearsed, in how accurately they executed each strategy, and in the type of rehearsal that they used most frequently. Only small changes were apparent, however, in whether the 5-8-year-olds rehearsed at all. 相似文献
12.
Modality of language shapes working memory: evidence from digit span and spatial span in ASL signers
Deaf children who are native users of American Sign Language (ASL) and hearing children who are native English speakers performed three working memory tasks. Results indicate that language modality shapes the architecture of working memory. Digit span with forward and backward report, performed by each group in their native language, suggests that the language rehearsal mechanisms for spoken language and for sign language differ in their processing constraints. Unlike hearing children, deaf children who are native signers of ASL were as good at backward recall of digits as at forward recall, suggesting that serial order information for ASL is stored in a form that does not have a preferred directionality. Data from a group of deaf children who were not native signers of ASL rule out explanations in terms of a floor effect or a nonlinguistic visual strategy. Further, deaf children who were native signers outperformed hearing children on a nonlinguistic spatial memory task, suggesting that language expertise in a particular modality exerts an influence on nonlinguistic working memory within that modality. Thus, language modality has consequences for the structure of working memory, both within and outside the linguistic domain. 相似文献
13.
Robert H. I. Dale 《Learning & behavior》1987,15(3):293-300
Human subjects, sitting at the center of a circle of eight lights, were tested on analogues of radial-maze item-recognition (Roberts & Smythe, 1979) and order-recognition (Kesner & Novak, 1982) tasks. Subjects in the item-recognition condition saw a list of seven lights, and then the nonlist (eighth) light was tested against the first, fourth, or seventh light from the list. The subjects were required to point toward the nonlist light. Subjects in the order-recognition condition saw a series of eight lights, followed by a test of the first and second, fourth and fifth, or seventh and eighth serial positions. They were asked to point toward the light with the earlier serial position. Subjects’ item-recognition serial-position curves exhibited a recency effect with a 0-sec retention interval (Experiments 1 and 2), and were U-shaped (Experiment 1) or flat (Experiment 2) with a 30-sec retention interval. Subjects’ order-recognition serial-position curves were U-shaped at both retention intervals. Subjects’ reported mnemonics were, generally, unrelated to their choice accuracy. The results suggest analogous memory processes in animals and humans. 相似文献
14.
Mark L. Howe Julia T. O'Sullivan Charles J. Brainerd Johannes Kingma 《Contemporary educational psychology》1989,14(4)
Although it is well know that learning disabled children tend to perform more poorly than normally achieving children on most memory tasks, the basis of this poor performance remains unclear. Recently, evidence has been accumulating which suggests that disabled children have difficulty with the basic processes of storage and retrieval. The purpose of the present research was to investigate this hypothesis using a recently developed model of memory that provides a factoring procedure for measuring storage and retrieval processes. In particular, we were interested in localizing the source of the development of ability differences in organized recall in early (grade 2) and later (grade 6) elementary school. All of the 600 children who participated had measured IQs in the 97–107 range; however, the disabled students were at least 1 year behind in either reading or arithmetic but not both. All of the children learned a 16-item list that was either unrelated or categorized using either a free or cued recall procedure. The results indicated that while ability differences were present at storage and retrieval, differences tended to be larger at retrieval than at storage, on categorized rather than on uncategorized lists, and in the cued rather than in the free recall conditions. These results illustrate that the ability to execute purposive components of retrieval develops more slowly in disabled than in nondisabled children. Consequently, it is these processes that should be the primary target in remedial memory programs. 相似文献
15.
Florence Labrell Guillaume Ubersfeld 《European Journal of Psychology of Education - EJPE》2004,19(2):189-202
In order to study the influence on memorization of external inputs as well as children’s own strategies, we examined both parental discourses in terms of distancing (Sigel, 1970) and spontaneous rehearsal by children during a memory task. Our aim was to assess the influence of each factor for children between 3 and 5 years of age. In our study of 72 parent-child dyads (36 dyads at 3 years and 36 dyads at 5 years), an initial factorial analysis revealed that parental discourse was organized on three levels of distancing: a basic level, a recontextualization level and a symbolic level. We also found that the children’s memory performances at both ages were chiefly influenced by the symbolic level, the most cognitively demanding. Lastly, the children’s rehearsal did not have any significant effect on memory performances, unlike their age, which was the primary predictor. A model featuring the various factors we studied is proposed in the discussion. 相似文献
16.
Wolfgang Schneider Matthias Schlagmüller Mechtild Visé 《European Journal of Psychology of Education - EJPE》1998,13(1):91-103
This paper consists of two major parts. First, research exploring possible interactions between metamemory and domain-specific knowledge in influencing children’s text recall and comprehension is briefly summarized. Overall, the findings indicate that metacognitive knowledge does make a difference even in cases where domain-specific knowledge is rich. Second, a recent experiment conducted in our lab and investigating the generalizability of this conclusion for sort-recall tasks is described in more detail. Third — and fourth-grade soccer experts and novices were first given a comprehensive metamemory questionnaire and then administered a sort-recall tasks using two different picture lists: whereas one list included items from various semantical categories (e.g., animals, clothes), the other list was composed of soccer pictures that could be classified in several categories such as players, kicks, or equipment. The results showed that although domain-specific knowledge had a strong impact on recall of the soccer list, general metacognitive knowledge made an independent contribution, particularly for the group of soccer experts. More specifically, good metamemory positively affected the recall of experts but had no impact on novices’ memory performance. 相似文献
17.
Jennifer Murray Mary E. Thomson 《European Journal of Psychology of Education - EJPE》2011,26(1):129-141
The present study aimed to provide evidence outlining whether the type of stimuli used in teaching would provoke differing
levels of recall across three different academic age groups. One hundred and twenty-one participants, aged 11–25 years, were
given a language-based memory task in the form of a wordlist consisting of 15 concrete and 15 abstract words, presented either
visually, acoustically, or a combination of both audio and visual presentation. The study found that the presence of cognitive
overload was greater in the older academic age participants than in the younger groups and that as academic experience increased,
the visual presentation of the target stimuli produced greater levels of recall than was the case with acoustic and audio-visual
presentation. Overall the findings indicate that cognitive overload increases with age, as the younger-age groups were found
to have significantly higher levels of word recall in the audio-visual condition than the older groups. 相似文献
18.
Factors that influence the incidence of utilization deficiencies and other recall/strategy-use patterns on a strategic memory task were evaluated in two hundred and fourteen 7- and 9-year-old children. Both utilization deficiencies and the incidence of children showing increases in both recall and strategy use over phases were more likely to be observed on phase transitions involving prompting or when different lists of items were included on consecutive trials; in contrast, increases in recall in the absence of increases in strategy use were more likely to be found between trials consisting of the same stimulus items. This research clearly indicates that patterns of recall/strategy-use relations, including utilization deficiencies, vary meaningfully with the age of the child and a variety of contextual factors. 相似文献
19.
《信阳师范学院学报(哲学社会科学版)》2018,(3):13-17
为了探索部分线索效应的发展特点,采用部分线索效应的经典研究范式和2×4的混合实验设计(线索条件、年龄),让被试学习30个双字词,之后请被试回忆学过的词汇,回忆时给一半被试15个学过的词汇作为提取线索,让他们回忆剩余的项目,另一半被试没有任何线索。以被试对非线索词汇正确回忆的个数为指标,计算被试的提取成绩,用部分线索组与无线索组被试回忆成绩的差异作为考察部分线索效应大小的指标。结果表明:(1)部分线索的提供对各年龄组被试的回忆都产生了损害;(2)部分线索对记忆的削减表现出随年龄增长而增加的趋势,部分线索效应的大小,在小五到高二之间变化比较大。 相似文献
20.
This article describes an approach for training a variety of species to learn the abstract concept of same/different, which in turn forms the basis for testing proactive interference and list memory. The stimulus set for concept-learning training was progressively doubled from 8, 16, 32, 64, 128 . . . to 1,024 different pictures with novel-stimulus transfer following learning. All species fully learned the same/different abstract concept: capuchin and rhesus monkeys learned more readily than pigeons; nutcrackers and magpies were at least equivalent to monkeys and transferred somewhat better following initial training sets. A similar task using the 1,024-picture set plus delays was used to test proactive interference on occasional trials. Pigeons revealed greater interference with 10-s than with 1-s delays, whereas delay time had no effect on rhesus monkeys, suggesting that the monkeys’ interference was event based. This same single-item same/different task was expanded to a 4-item list memory task to test animal list memory. Humans were tested similarly with lists of kaleidoscope pictures. Delays between the list and test were manipulated, resulting in strong initial recency effects (i.e., strong 4th-item memory) at short delays and changing to a strong primacy effect (i.e., strong 1st-item memory) at long delays (pigeons 0-s to 10-s delays; monkeys 0-s to 30-s delays; humans 0-s to 100-s delays). Results and findings are discussed in terms of these species’ cognition and memory comparisons, evolutionary implications, and future directions for testing other species in these synergistically related tasks. 相似文献