Short-term memory differences between children predict imagery effects when sentences are read

Cariglia-Bull, Teresa; Pressley, Michael

doi:10.1016/0022-0965(90)90066-h

Cited by 25 publications

(12 citation statements)

References 19 publications

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“…Causal modeling analyses made clear that even the predictability of sentence learning from verbal competence was mediated in part by functional short-term memory. Cariglia- Bull and Pressley (1990) carried out a constructive replication of this study and obtained results consistent with the earlier study. This increased their confidence in the earlier finding that at least some of the developmental differences in improved performance under imagery instructions can be explained by short-term capacity differences in children.…”

Section: Factors Affecting Children's Strategy Use and Developmentsupporting

confidence: 84%

Memory Development from Early Childhood Through Emerging Adulthood

Schneider

2015

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Section: Factors Affecting Children's Strategy Use and Developmentsupporting

confidence: 84%

Memory Development from Early Childhood Through Emerging Adulthood

Schneider

2015

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“…In addition, Siegal and Ryan (1989) showed that reading-disabled children perform significantly worse on the reading span task than normally achieving children. Focusing on shortterm memory, other researchers (Cariglia-Bull & Pressley, 1990;Dixon, LeFevre, & Twilley, 1988;Mann & Liberman, 1984;Swanson, 1992Swanson, , 1993 have observed strong correlations between short-term span and reading disability.…”

Section: Role Of Memory Span In the Development Of Language And Readingmentioning

confidence: 95%

Developmental Differences in Visual and Auditory Processing of Complex Sentences

Booth¹,

MacWhinney

Harasaki³

2000

Child Development

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Children aged 8 through 11 ( N ϭ 250) were given a word-by-word sentence task in both the visual and auditory modes. The sentences included an object relative clause, a subject relative clause, or a conjoined verb phrase. Each sentence was followed by a true-false question, testing the subject of either the first or second verb. Participants were also given two memory span measures: digit span and reading span. High digit span children slowed down more at the transition from the main to the relative clause than did the low digit span children. The findings suggest the presence of a U-shaped learning pattern for on-line processing of restrictive relative clauses. Off-line accuracy scores showed different patterns for good comprehenders and poor comprehenders. Poor comprehenders answered the second verb questions at levels that were consistently below chance. Their answers were based on an incorrect local attachment strategy that treated the second noun as the subject of the second verb. For example, they often answered yes to the question "The girl chases the policeman" after the object relative sentence "The boy that the girl sees chases the policeman." Interestingly, low memory span poor comprehenders used the local attachment strategy less consistently than high memory span poor comprehenders, and all poor comprehenders used this strategy less consistently for harder than for easier sentences.

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“…Capacity session. Five assessments of memory capacity were used: (1) Mr Cucumber (abridged version from Case, 1985); (2) word span (modelled after Case, 1985;Cariglia-Bull & Pressley, 1990;Pressley et al, 1987); (3) forward digit span (McCarthy, 1972); (4) backward digit span (McCarthy, 1972); and (5) an objects-location task. Mr Cucumber is a clown figure drawing with one or more body parts painted a bright colour.…”

Section: Materials and Proceduresmentioning

confidence: 99%

“…Case, 1985;Chapman, 1987) and the effects of strategy training (e.g. Cariglia-Bull & Pressley, 1990;Pressley, Cariglia-Bull, Deane, & Schneider, 1987). In the latter two studies, children with greater capacity were more able to profit from being trained to use an imagery strategy than were children with less capacity.…”

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confidence: 96%

Children's individual differences in capacity: Effects on strategy production and utilization

Woody-Dorning

Miller

2001

British J of Dev Psycho

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One issue concerning strategy development is whether the same causes underlie the development of strategy production and strategy effectiveness (benefit for recall). This research examined the role of individual differences in memory capacity in the production and effectiveness of a selective processing strategy. Kindergartners and first graders (N = 84) chose, by opening doors, certain objects to view from a set of objects during a study period. The most appropriate strategy was a selective one ‐ viewing only the objects to be recalled. Individual differences in capacity were assessed by five measures of memory span. Several measures of capacity predicted recall overall or strategy effectiveness, but none were related to strategy production. The fact that digit span predicted recall for strategic children, but not non‐strategic children, suggests that those strategic children who have a relatively large capacity can engage in additional mnemonic activities that increase recall.

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Short-term memory differences between children predict imagery effects when sentences are read

Cited by 25 publications

References 19 publications

Memory Development from Early Childhood Through Emerging Adulthood

Memory Development from Early Childhood Through Emerging Adulthood

Developmental Differences in Visual and Auditory Processing of Complex Sentences

Children's individual differences in capacity: Effects on strategy production and utilization

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