Development of memorization strategies.

Neimark, Edith D.; Slotnick, Nan S.; Ulrich, Thomas A.

doi:10.1037/h0031601

Cited by 90 publications

(24 citation statements)

References 3 publications

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“…The oldest subjects in the study had high ARC duster scores at both input and output. In contrast, the grade-2 and grade-6 subjects had low ARC scores during input, but higher ones at output (a fmding generally consistent with the results reported by Neimark et al ., 1971). Kee and Bell's (1981) study also included an instructional component.…”

Section: Effects Of Input Organizationsupporting

confidence: 82%

“…In general, there was little evidence in these experiments that 6-to 8-year-olds used available categories to reorganize to-be-leamed lists (e.g., Moely et al, 1969;Neimark et al, 1971). These failures were followed by studies in which children were prompted to make use of potential organizational features through directions to sort to-be-leamed materials into meaningful groups.…”

Section: Effects Of Input Organizationmentioning

confidence: 99%

“…Neimark, Ulrich, and Slotnick (1971) observed very early that young gradeschool children often failed to sort dassifiable materials according to semantic categories and that there was often poor concordance between the spontaneaus organization of young grade-school children's sorting during study and the organization of their subsequent recall. Unfortunately, the analyses in this early work do not permit detailed description of the relationship between sorting and recall organizations.…”

Section: Effects Of Input Organizationmentioning

confidence: 99%

See 2 more Smart Citations

Memory Development Between 2 and 20

Schneider¹,

Pressley²

1989

Springer Series in Cognitive Development

310

261

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Section: Effects Of Input Organizationsupporting

confidence: 82%

Section: Effects Of Input Organizationmentioning

confidence: 99%

Section: Effects Of Input Organizationmentioning

confidence: 99%

See 1 more Smart Citation

Memory Development Between 2 and 20

Schneider¹,

Pressley²

1989

Springer Series in Cognitive Development

310

261

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“…For example, frontal patients (Shimamura, 1996), as well as young children (Neimark, Slotnick, & Ulrich, 1971), fail to use encoding strategies that improve memory, such as semantic clustering, when presented with many words of the same category (Neimark et al, 1971). In normal subjects, the effort of trying to recall a memory is associated with bilateral prefrontal cortex activity, and such activation is reduced in older people, who are known to have difficulty in memory retrieval (for a review, see Norman & Schacter, 1996).…”

Section: Future Researchmentioning

confidence: 99%

Executive Attention and Metacognitive Regulation

Fernandez-Duque

Baird

Posner

2000

Consciousness and Cognition

522

316

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Metacognition refers to any knowledge or cognitive process that monitors or controls cognition. We highlight similarities between metacognitive and executive control functions, and ask how these processes might be implemented in the human brain. A review of brain imaging studies reveals a circuitry of attentional networks involved in these control processes, with its source located in midfrontal areas. These areas are active during conflict resolution, error correction, and emotional regulation. A developmental approach to the organization of the anatomy involved in executive control provides an added perspective on how these mechanisms are influenced by maturation and learning, and how they relate to metacognitive activity. © 2000 Academic PressMetacognitively sophisticated children or adults are like busy executives, analyzing new problems, judging how far they are from the goal, allocating attention, selecting a strategy, attempting a solution, monitoring the success or failure of current performance, and deciding whether to change to a different strategy.-J. H. Flavell, P. H. Miller, and S. A. Miller, Cognitive Development

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“…Surely the ability of children to capitalize on such interitem relationships does not peak by age 7 or 8 years (see, for example, studies by Moely, Olson, Halwes, & Flavell, 1969;Neimark, Slotnick, & Ulrich, 1972;Ornstein, Naus, & Uberty, 1975). This apparent incongruity is resolved if we assume that by age 7 or 8 years the rate of development of more effective processes for the recall of socalled unrelated words is roughly equivalent to the rate This research was supported by of development of more effective processes for the recall of categorizable information.…”

mentioning

confidence: 99%

The effect of word categorizability on recall by preschoolers and young school children

Hall

1976

Bull. Psychon. Soc.

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Preschoolers and children in Grades K and 1 were given five study-recall trials with either categorizable blocked, categorizable unblocked, or uncategorizable word lists. A significant triple interaction reflected a list type effect that occurred only for the school children, and then only on later trials. The preschoolers showed no effect of categorizability, whereas the school children's recall on the final three trials was higher in the categorizable blocked than in the remaining conditions.A number of previous experiments have shown that school children, like adults, recall more items from taxonomically categorizable word lists than from uncategorizable lists. Further, this difference is greater when the category members are blocked during presentation than when they are distributed through the list. Although one might also expect the facilitation effect of categorizability to increase with age, as suggested by Keppel (1964), such an Age by Ust Type interaction typically has not been found in school children. All three of the above fmdings were reported in a series of experiments by Cole, Frankel, and Sharp (1971) in which multitrial free recall of 20 familiar nouns was examined. In one study the nouns consisted of five members of each of four categories, presented either in a blocked or an unblocked fashion to children in Grades 1, 3, and 8. Performance improved with age and trials and was better with blocked presentation, but the expected Age by Ust Type interaction was not found. Nor was it found in a subsequent experiment when either an unblocked categorizable or an uncategorizable list was administered to children in Grades 1, 4,6, and 9.Why has the Age by Relatedness interaction not been found in such experiments? Surely the ability of children to capitalize on such interitem relationships does not peak by age 7 or 8 years (see, for example, studies by Moely, Olson, Halwes, & Flavell, 1969;Neimark, Slotnick, & Ulrich, 1972; Ornstein, Naus, & Uberty, 1975). This apparent incongruity is resolved if we assume that by age 7 or 8 years the rate of development of more effective processes for the recall of socalled unrelated words is roughly equivalent to the rate of development of more effective processes for the recall of categorizable information. (In fact, the fundamental processes involved may be identical, or nearly so, although that possibility cannot be confirmed at this time.) If so, then the unrelated condition is an inappropriate baseline against which to measure developmental changes in the effectiveness of processing related items, i.e., the prediction of an Age by Relatedness interaction no longer is sensible for that particular age range. That interaction, however, would be expected when the youngest subjects examined are at a point of not yet deriving any advantage from the existence of such interitem relationships, and when the oldest subjects are 7 years or older.Following the above reasoning, the present experiment examined the effects of list categorizability on the multitrial free recall...

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Development of memorization strategies.

Cited by 90 publications

References 3 publications

Memory Development Between 2 and 20

Memory Development Between 2 and 20

Executive Attention and Metacognitive Regulation

The effect of word categorizability on recall by preschoolers and young school children

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