NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 10 results Save | Export
Is Verbal Rehearsal Strategic? An Investigation into Overt Rehearsal of Nameable Pictures in 5- to 10-Year-Old Children
Peer reviewed Peer reviewed
Direct linkDirect link
Candice C. Morey; Angela M. AuBuchon; Meg Attwood; Thomas Castelain; Nelson Cowan; Davide Crepaldi; Emilie Fjerdingstad; Eivor Fredriksen; Chris Jarrold; Chris Koch; Jaroslaw R. Lelonkiewicz; Gary Lupyan; Whitney Mendenhall; David Moreau; Christina Schonberg; Christian K. Tamnes; Haley Vlach; Emily M. Elliott – Journal of Cognition and Development, 2025
Though verbal rehearsal is a frequently endorsed strategy for remembering short lists among adults, there is ambiguity around when children deploy it, and what circumstantial factors encourage them to rehearse. We recoded data from a recent multilab replication of a serial picture memory task in which children were observed for evidence of…
Descriptors: Elementary School Students, Recall (Psychology), Learning Processes, Priming
Effects of Children's Spontaneous Verbal Rehearsal on Learning Performance under Delay of Feedback
Peer reviewed Peer reviewed
Hensley, J. Higgins; And Others – Child Development, 1974
Descriptors: Elementary School Students, Feedback, Laboratory Experiments, Learning
Modification of Children's Serial Recall and Rehearsal Processes Through Modeling and Instructions.
PDF on ERIC Download full text
Bell, John A. – 1974
The effects of modeled and instructed rehearsal on serial recall and semicovert rehearsal were evaluated for kindergarten, second-and fourth-grade children following baseline levels for both modeling and instruction groups. Groups observing a model rehearsal rehearsed more than groups observing a silent model. A quadratic relationship was found…
Descriptors: Behavioral Science Research, Elementary School Students, Learning Theories, Mnemonics
Effects of Age and Stimulus Presentation Rate on Immediate and Delayed Recall in Children
Peer reviewed Peer reviewed
Sarver, Gary S.; And Others – Child Development, 1976
The present study was designed to investigate the effects of stimulus presentation rate on recall and primacy-recency effects in children. Results indicated that the traditional interpretation of the primacy effect as reflecting long-term memory store may not be valid. (Author/SB)
Descriptors: Age Differences, Elementary Education, Elementary School Students, Memory
Facilitation and Distraction in Short-Term Memory.
PDF on ERIC Download full text
Hagen, John William; Kail, Robert V., Jr. – 1973
Children's short-term memory was studied under two experimental conditions: one in which recall was expected to be facilitated because of the provision of a study period, and one in which a distracting task was imposed that was expected to interfere with recall. Forty subjects at each of two age levels, 7 and 11 years, were tested in a…
Descriptors: Age Differences, Elementary School Students, Memory, Primacy Effect
How Children Choose among Serial Recall Strategies.
Peer reviewed Peer reviewed
McGilly, Kate; Siegler, Robert S. – Child Development, 1989
Investigated the serial recall strategies of 96 children aged 5-8 years by applying a theoretical and methodological approach originally developed to investigate preschoolers' arithmetic strategies. Results indicated the use of multiple approaches for serial recall and adaptive strategy choices. (RJC)
Descriptors: Age Differences, Child Development, Elementary Education, Elementary School Students
Developmental Differences in Short-Lived Auditory Memory for Various Classes of Speech Sounds
Peer reviewed Peer reviewed
Foreit, Karen G. – Journal of Experimental Child Psychology, 1977
This experiment examined the spoken serial recall by adults and second grade children of aurally presented lists of digits, synthetic stop consonants, and synthetic vowels. (SB)
Descriptors: Adults, Age Differences, Auditory Stimuli, Cognitive Processes
Intentional and Incidental Learning in Children and the von Restorff Effect
Rabinowitz, F. Michael; Andrews, Susan Ring – Journal of Experimental Psychology, 1973
The von Restorff effect was clearly demonstrated in intentional learning and in Type 2 incidental learning, extrinsic case, of children. (Author)
Descriptors: Analysis of Variance, Children, Diagrams, Elementary School Students
The Relationship Between WISC-R "Freedom from Distractibility" Subtests and Selected Measures of Achievement, Comprehension Monitoring, Self-Testing, and Other Recall Strategies.
PDF on ERIC Download full text
Moely, Barbara E.; Stewart, Krista J. – 1982
Factor analyses of the Wechsler Intelligence Scale for Children-Revised (WISC-R) have typically yielded three factors: two generally understood to reflect basic verbal and performance dimensions and one about which there is no consensus with regard to what is measured. The aim of the present study is to elaborate the meaning of the third factor by…
Descriptors: Academic Achievement, Comprehension, Correlation, Elementary Education
Seeing, Hearing and Doing: A Developmental Study of Memory for Actions.
PDF on ERIC Download full text
Trabasso, Tom; Foellinger, David B. – 1975
This study examining children's ability to organize information for the purpose of recall was designed to control for verbal ability differences. The participants were 10 boys and 10 girls each from kindergarten, 2nd, 4th and 6th grades. A modified "Simon Says" game was used to enable the children to respond to eight selected verbal and motor…
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, Elementary School Students