Rehearsal strategy effects in children's discrimination learning: Confronting the crucible

Ghatala, Elizabeth S.; Levin, Joel R.; Subkoviak, Michael J.

doi:10.1016/s0022-5371(75)80019-3

Cited by 14 publications

(9 citation statements)

References 23 publications

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“…This literature provides clear evidence that children as young as 4 or 5 years of age can remember the relative frequencies of different events and that this ability improves with age (Ingison & Levin, 1975). It is also known that some of the stimulus and instructional manipulations that affect adults' memory for frequency have comparable effects in children (e.g., Ghatala, Levin, & Subkoviak, 1975;Levin, Ghatala, DeRose, Wilder, & Norton, 1975;Levin, Ghatala, Wilder, & Inzer, 1973). On the other hand differential tests of the three hypotheses investigated by Hintzman and his associates have not been conducted with children.…”

Section: The Representation Of Frequencymentioning

confidence: 99%

Working memory and the developmental analysis of probability judgment.

Brainerd¹

1981

Psychological Review

102

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A theory is proposed in which the development of probability judgment is explained by relying on modern concepts of working memory. The paper is focused on data generated by simple probability-judgment problems that require that children predict the results of consecutive random draws from sets consisting of small numbers of objects. A general work space is constructed for such tasks that can be fine tuned to meet the requirements of individual problem variations. This working-memory system is composed of four types of storage operations (storing starting-frequency counts, traces of previous responses, traces of previously sampled elements, and information that results from the integration of traces in the first and third stores) and three types of processing operations (retrieving traces from the various stores, integrating information retrieved from different stores, and activating response rules). In a series of 12 experiments these distinctions were investigated in preschoolers and in elementary-age schoolchildren. At both age levels the relationship between objective probability and children's predictions was imperfect, a fact that appeared to be a consequence of retrieval failures. These retrieval failures were products of limitations in the available work space rather than of specific knowledge deficits. Age changes in probability judgment were directly related to age changes in frequency retrieval, which were in turn related to age changes in constraints on work-space capacity.Probability judgment, as the notion is used probability-learning task, having produced in this paper, refers to laboratory analogies many important findings and theoretical inof the probabilistic inferences that are com-terpretations. This is not to say that research mon in everyday life. Specifically, it refers on probability judgment has been confined to a class of paradigms in which subjects to probability learning. For example, probmake decisions and choose among alterna-abilistic forms of concept indentification lives under conditions of controlled uncer- (Willis & Milech, 1978) and magnitude estainty. Research in this area has a venerable timation (Lee & Garner, 1966) have both tradition, with one paradigm, the familiar been studied. Also, progress has lately been made on the question of what sorts of memory structures underlie probability judgment This paper was written while I was on leave at the w ith a variant of the observation-test pro-Institute of Child Development, University of Minne-ce{ j ure use H in freauencv-memnrv research sota. The support provided by the Institute during the c f, aure u ^° in irequency-rnernory researcn preparation of the paper is gratefully acknowledged. I vt-Stes, iy/oa, 197ob). am also much indebted to R. S. Bogartz for criticismsIn view of the extensive evidence on probof an earlier draft. The experiments reported herein ability judgment in adults, it is somewhat were supported by Grant A0668 from the Natural Scisurpr i s in g to discover that we do not know ences and Engineering Research C...

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Section: The Representation Of Frequencymentioning

confidence: 99%

Working memory and the developmental analysis of probability judgment.

Brainerd¹

1981

Psychological Review

102

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“…There may be a solution to ~h e problem along the lines to follow . Ghatala , Levin , and Subkoviak (1975) have shown that by a rather simp le instructional procedure subjects may abandon the frequency attribute in verbal-discrimination learning and base their performance on a different strategy . More particularl y, the subject learns a two-category classification in which incorrect words are placed in one category , correct words in another.…”

Section: Theoretical Implicationsmentioning

confidence: 99%

Composition of episodic memory.

Underwood¹,

Boruch²,

Malmi³

1978

Journal of Experimental Psychology: General

129

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The primary purpose of the present study was to examine the interrelationships among a number of episodic memory tasks, with a special interest in determining the correlations among various attributes of memory. The attributes investigated included imagery, associative, acoustic, temporal, affective, and frequency. The tasks were free recall, paired associates, serial, verbal discrimination, classical recognition, and memory span, as well as less frequently used tasks. The 200 undergraduate subjects were tested for 10 sessions, and 28 different measures of episodic memory were obtained from the tasks. In addition, five measures of semantic memory were available.All scores were initially intercorrelated. Measures of episodic memory and semantic memory were generally unrelated. Among the measures of episodic learning, clustering was found to be unrelated to performance on other tasks. This was also true for the double-function verbal-discrimination task and for a task designed specifically to measure susceptibility to interference. Twenty-two of the measures of episodic memory were included in a factor analysis from which five factors emerged-factors which were closely tied to tasks. One factor was tied to freerecall tasks, another to paired-associate and serial tasks. Memory span, including span for digits and for letters of high and low acoustic similarity, constituted a third factor. A fourth factor involved verbal-discrimination lists, and frequency assimilation and classical recognition constituted a fifth.The failure of attributes to form factors seems to have been due to two contrary forces. First, among tasks in which associative learning is required, the individual differences in associative learning are so strong that any additional variation that might be produced by attributes has little influence. The fundamental problem is to understand associative learning, and the attribute conception has little to contribute to this issue. Second, there was some evidence that experienced subjects can set aside attributes when use of the attributes as a, basis for responding produces interference. The presence of attributes in memory and the utilization of attributes for responding are two independent matters.

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“…What this study and that of Ghatala, Levin, and Subkoviak (1975) have succeeded in doing is to begin to specify the functional components associated with children's discrimination learning under various strategy conditions. We further anticipate that something akin to the present combined experimental/correlational approach will exhibit its utility in resolving process issues in similar problem areas, just as Underwood (1975) has said it would.…”

Section: Notementioning

confidence: 99%

“…A number of theoretical implications of these findings are discussed.This study represents a continuation of research into the functional components of rehearsal strategies in children's verbal discrimination learning. Recently, Ghatala, Levin, and Subkoviak (1975) demonstrated that the adoption of Underwood's (1975) individual differences crucible can provide a powerful analytical tool with which to attack this problem. In the initial study, Ghatala, Levin, and Subkoviak utilized this methodological technique to test three rival hypotheses concerning the mechanism(s) underlying the known facilitative effects of imagery and pronunciation strategies in children's verbal discrimination learning (e.g.,…”

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confidence: 99%

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Levin¹,

Ghatala²

1976

Journal of Experimental Psychology: Human Learning and Memory

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In a recently reported study, the functional components of imagery and vocalization strategies in children's verbal discrimination learning were examined, following the combined experimental/correlational logic of Underwood. The present research extends those results to a strategy that (unlike imagery and vocalization) has a positive influence on subjects' simple frequency discriminations. It was found that for such a strategy, both subjects' ability to discriminate frequency as well as their ability to discriminate their previous rehearsal activity are positively correlated with discrimination learning performance. A number of theoretical implications of these findings are discussed.This study represents a continuation of research into the functional components of rehearsal strategies in children's verbal discrimination learning. Recently, Ghatala, Levin, and Subkoviak (1975) demonstrated that the adoption of Underwood's (1975) individual differences crucible can provide a powerful analytical tool with which to attack this problem. In the initial study, Ghatala, Levin, and Subkoviak utilized this methodological technique to test three rival hypotheses concerning the mechanism(s) underlying the known facilitative effects of imagery and pronunciation strategies in children's verbal discrimination learning (e.g.,

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Rehearsal strategy effects in children's discrimination learning: Confronting the crucible

Cited by 14 publications

References 23 publications

Working memory and the developmental analysis of probability judgment.

Working memory and the developmental analysis of probability judgment.

Composition of episodic memory.

More about rehearsal strategy effects in children's discrimination learning.

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