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The Production Effect Improves Memory in 7- to 10-Year-Old Children
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Pritchard, Verena E.; Heron-Delaney, Michelle; Malone, Stephanie A.; MacLeod, Colin M. – Child Development, 2020
The production effect--whereby reading words aloud improves memory for those words relative to reading them silently--was investigated in two experiments with 7- to 10-year-old children residing in Brisbane, Australia. Experiment 1 (n = 41) involved familiar printed words, with words read aloud or silently appearing either in mixed- or…
Descriptors: Foreign Countries, Children, Oral Reading, Silent Reading
Children's Eyewitness Memory for Multiple Real-Life Events
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Odegard, Timothy N.; Cooper, Crystal M.; Lampinen, James M.; Reyna, Valerie F.; Brainerd, Charles J. – Child Development, 2009
The present research examined the influence of prior knowledge on children's free recall, cued recall, recognition memory, and source memory judgments for a series of similar real-life events. Forty children (5-12 years old) attended 4 thematic birthday parties and were later interviewed about the events that transpired during the parties using…
Descriptors: Child Development, Memory, Prior Learning, Recognition (Psychology)
Modality and Sex Differences in Recall and Recognition Memory
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May, Richard B.; Hutt, Corinne – Child Development, 1974
Nine-year-old students were given one presentation of a list of nouns and then performed both recall and recognition tasks. Visual presentation facilitated recall. (ST)
Descriptors: Auditory Stimuli, Elementary School Students, Memory, Recall (Psychology)
The Developmental Lag Hypothesis in Reading: Longitudinal and Matched Reading-Level Comparisons
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Stanovich, Keith E.; And Others – Child Development, 1988
Three groups of elementary school students, matched on reading ability and with similar cognitive profiles, were administered tasks assessing their inventory of reading skills. Results support a developmental lag model of reading problems of nondyslexic children. (Author/RWB)
Descriptors: Age Differences, Cognitive Development, Elementary Education, Elementary School Students
Models of Speech Perception and Phonological Processing in Reading.
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McBride-Chang, Catherine – Child Development, 1996
Examined the associations among speech perception, phonological awareness, naming speed, verbal memory, and word reading. Multiple measures were administered to 136 3rd- and 4th-grade children. Results indicated that naming speed was particularly highly associated with speech perception, whereas phonological awareness was substantially correlated…
Descriptors: Cognitive Development, Developmental Stages, Language Acquisition, Language Processing
Understanding and Remembering: Children's Knowledge about the Differential Effects of Strategy and Task Variables on Comprehension and Memorization.
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Lovett, Suzanne B.; Flavell, John H. – Child Development, 1990
Assessed first and third graders' and undergraduates' knowledge of strategies appropriate to comprehension and memory. Also assessed their knowledge of task variables affecting comprehension and memorization tasks. Only undergraduates showed understanding of comprehension-memory distinction. Third graders showed some understanding of differential…
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Style, Comprehension