Two studies were conducted in order to investigate memory processes involved in performance on the Visual-Sequential Memory subtest of the Illinois Test of Psycholinguistic Abilities. In the first study, 64 second and fourth graders were administered this subtest under standard conditions. The children were designated as either "labelers" or "nonlabelers" according to whether or not they used a stimulus labeling strategy to aid recall. Differences in performance between second and fourth graders could be accounted for almost entirely in terms of the greater number of labelers in the fourth grade. In the second study, labelers and nonlabelers from each grade were formally trained to use a labeling strategy. The training resulted in improved performance for all children.
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