Developmental and intellectual differences in self-report and strategy use.

Abstract

The veridicality and reactivity of children's self-report of covert and overt memory strategies were investigated in a task allowing a direct comparison of self-report and the strategy observed. External memory strategies (e.g., moving objects) were investigated with 7-, 9-, 11-, and 17-year-old typical children and 11- and 17-year-old children with mild mental retardation. Participants placed objects in specified spatial locations after hearing sequences of tape-recorded sentences. After each trial, half of the children immediately reported the strategy used. There were strong positive correlations between the frequency of reported strategy use and observed strategy use. Self-reports were accurate but not always complete. There was no effect of the self-reporting procedure on measures of verbal strategies, external memory strategies, and accuracy of recall. Children were less likely to report strategies not related to recall; these results are compatible with a "goal-sketch" mechanism.

The relation between metastrategic knowledge, strategy use and task performance: Findings and reflections from a numerosity judgement task

“…By comparing the extent to which second and sixth graders' interview data correspond to their performance data, we could assess the development of this task-related metacognitive knowledge and understanding with age (Bray, Huffman, & Fletcher, 1999;Ericsson & Simon, 1980, 1993. More specifically, we will focus on three questions: (a) Are there any significant differences in second and sixth graders' verbal reports?…”

Overt and Covert Verbal Problem‐Solving Strategies: Developmental Trends in Use, Awareness, and Relations With Task Performance in Children Aged 5 to 17

“…Russo, Johnson, and Stephens (1989) defined veridicality as the degree to which children's reports correspond to criterion observational measures. Bray, Huffman, and Fletcher (1999), in one of the few studies that has systematically examined both strategy use and children's self-reported use, demonstrated with an intellectually diverse sample of 7-, 9-, 11-, and 17-year-olds that children's verbal reports of external strategies (observable behavioral and motor strategies) used during a location memory task are accurate but often incomplete. That is, children do in fact use the strategies they report using, but they often use additional strategies as well that go unreported.…”

Pictures as cues or as support to verbal cues at encoding and execution of prospective memories in individuals with intellectual disability

“…Weldon & Roediger, 1987) was assumed to be essential to successful PM performance in the ID group due to reduced load on limited working memory capacity, language and strategic skills (Bray, 1999). Instead, pictures were essential at retrieval.…”

“…Strategic processing is often limited in persons with ID (Bray, Huffman, & Fletcher, 1999). Shifting between different (some abstract) strategies is more likely for individuals without ID than for the ID group (Bray et al, 1999). Persons with ID usually perform better on memory tasks loading primarily on automatic rather than strategic memory processing (Wyatt & Conners, 1998).…”

“…PM performance depends to various degrees on automatic (non-conscious) and strategic memory processing. Strategic processing is often limited in persons with ID (Bray, Huffman, & Fletcher, 1999). Shifting between different (some abstract) strategies is more likely for individuals without ID than for the ID group (Bray et al, 1999).…”