Developmental analysis of memory capacity and information-encoding strategy.

Friedrich, Douglas

doi:10.1037/h0036590

Cited by 17 publications

(14 citation statements)

References 11 publications

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“…At least one empirical study (Beatty & Wagoner, 1978) offers direct support for this assumption. Also, some (e.g., Friedrich, 1974) have argued that the improved performance of children on memory tasks as they grow older is in part a function of increased attentional capacity (but see Chi, 1976;Olson, 1976). Similarly, there are indications that attentional mechanisms are at least partly responsible for deficits in cognitive performance in old age (e.g., Botwinick & Thompson, 1966).…”

Section: Attentional Capacitymentioning

confidence: 99%

Automatic and effortful processes in memory.

Hasher¹,

Zacks²

1979

Journal of Experimental Psychology: General

2,655

101

1,792

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A framework for the conceptualization of a broad range of memory phenomena is proposed in this article. The framework integrates research on memory performance in young children, the elderly, and individuals under stress with research on memory performance in normal college students. One basic assumption of this viewpoint is that encoding operations vary in their attentional requirements. Operations that drain minimal energy from our limited-capacity attentional mechanism are called automatic; their occurrence does not interfere with other ongoing cognitive activity. Automatic operations function at a constant level under all circumstances. They occur without intention and do not benefit from practice. Certain automatic processes, we propose, are ones for which humans are genetically "prepared." These processes encode the fundamental aspects of the flow of information, namely, spatial, temporal, and frequency-of-occurrence information. These automatic processes are expected to show limited developmental trends. Other automatic processes develop through practice and function to prevent the subcomponents of complex skills from overloading our limited-capacity system. Contrasted with these processes are effortful operations such as rehearsal and elaborative mnemonic activities. They require considerable capacity and so interfere with other cognitive activities also requiring capacity. They are initiated intentionally and show benefits from practice.A second assumption of the present framework is that attentional capacity varies both within and among individuals. Depression, high arousal levels, and old age are among the variables thought to reduce attentional capacity. The conjunction of the two basic assumptions of the proposed framework yields the important prediction that the aged and individuals under stress will show a decrease in performance only on specific memory tasks, namely, on tasks requiring effortful processing.Evidence from the literature on development, aging, depression, arousal, and normal memory is presented in evaluation of the framework, and four experiments are described. The bulk of the available data is supportive of the framework. For instance, evidence indicates that frequency processing is not influenced by intention, practice, depression, or age. The article also includes discussion of the origins of this viewpoint in other attention and memory theories.

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Section: Attentional Capacitymentioning

confidence: 99%

Automatic and effortful processes in memory.

Hasher¹,

Zacks²

1979

Journal of Experimental Psychology: General

2,655

101

1,792

View full text Add to dashboard Cite

show abstract

“…First, many other tasks besides the three mentioned also show poorer memory performance by children. Some of these are modifications of the paradigms already cited, such as running memory span (Frank & Rabinovitch, 1974), and others are totally different, such as dichotic listening (Friedrich, 1974;Inglis, Ankus, & Sykes, 1967). It is hoped that a consideration of the underlying information processing mechanisms will apply to all such memory-dependent tasks.…”

Section: Recognition Under Limited Exposurementioning

confidence: 99%

Short-term memory limitations in children: Capacity or processing deficits?

1976

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This paper evaluates the assertion that short-term memory (STM) capacity increases with age. Initially an analysis is made of the STM system in terms of its parameters and control processes. No evidence was found that can suggest conclusively that either the capacity or the rate of information loss from STM varies with age. On the other hand, substantial evidence exists to show that the processing strategies used by adults are unavailable or deficient in children. Furthermore, considerable differences in the contents and complexity of the long-term memory (LTM) knowledge base (semantic and recognition networks can produce grossly different STM performance between age groups. The second half of this paper reviews three STM-related paradigms-memory span, serial probed recall, and recognition under limited exposure-that have consistently shown performance deficits in children. These deficits are explained in terms of the lack of proper control processes (or processing strategies), as well as an impoverished LTM knowledge base rather than a limitation in STM capacity.

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“…First, because of the theoretical importance of cognitive effort as a determinant of memory development, the demonstration of this effect on subgroups of children is critical. There are indications that children's performance on memory tasks is in part a function of increased attentional capacity (Friedrich, 1974). Similarly, there are indications that attentional capacity is at least partly responsible for word acquisition (e.g., LaBerge & Samuels, 1974;Swanson, 1981).…”

Section: H Lee Swanson University Of Northern Coloradomentioning

confidence: 99%

Effects of cognitive effort and word distinctiveness on learning disabled and nondisabled readers' recall.

Swanson¹

1984

Journal of Educational Psychology

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Developmental analysis of memory capacity and information-encoding strategy.

Cited by 17 publications

References 11 publications

Automatic and effortful processes in memory.

Automatic and effortful processes in memory.

Short-term memory limitations in children: Capacity or processing deficits?

Effects of cognitive effort and word distinctiveness on learning disabled and nondisabled readers' recall.

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