Spontaneous and Induced Verbal Rehearsal in a Recall Task

Keeney, Terrence J.; Cannizzo, Samuel R.; Flavell, John H.

doi:10.1111/j.1467-8624.1967.tb04373.x

Cited by 86 publications

(115 citation statements)

References 8 publications

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“…Primacy effects were generally not found when preschoolers and younger school children were left to their own devices to learn material. lt is, however, relatively easy to evoke primacy in these nonproducers by training them to use rehearsal strategies (Gruenenfelder & Borkowski, 1975;Hagen & Kingsley, 1968;Hagen, Hargrave, & Ross, 1973;Keeney et al, 1967;Kingsley & Hagen, 1969). Clear primacy durin uninstructed learning can be observed from about 8 to 10 years of age.…”

Section: Development Of An Encoding Strategy: Rehearsalmentioning

confidence: 99%

“…In part this is because the early American work (e.g., Keeney et al, 1967;Hagen & Kingsley, 1968) and Soviet research (e.g., Yendovitskaya, 1971) provided little evidence that intentional, strategic memorizing occurred before six years of age. In fact, it is fairly easy to produce data consistent with this conclusion by using tbe "modal memory" study model (Brown & DeLoache, 1978;DeLoache, 1980).…”

Section: Strategie Behaviors In Very Young Childrenmentioning

confidence: 99%

“…The usefulness of the distinction between production and mediational deficiencies was apparent in Keeney et al (1967). First, it was determined that some first-grade children used a verbal-rehearsal strategy during Iist learning, whereas other first-grade children failed to do so.…”

Section: Development Of Encoding and Retrieval Strategiesmentioning

confidence: 99%

“…The pioneering work of John Flavell and bis associates (e.g., Flavell, 1970;Flavell, Beach, & Chinsky, 1966;Keeney, Cannizzo, & Flavell, 1967;Moely, Olson, Halwes, & Flavell, 1969) especially stimulated research on information processing in children. Their early research was concemed with children's use of verbal mediators in storage and recall of verbal information.…”

Section: Development Of Encoding and Retrieval Strategiesmentioning

confidence: 99%

See 3 more Smart Citations

Memory Development Between 2 and 20

Schneider¹,

Pressley²

1989

Springer Series in Cognitive Development

310

261

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Section: Development Of An Encoding Strategy: Rehearsalmentioning

confidence: 99%

Section: Strategie Behaviors In Very Young Childrenmentioning

confidence: 99%

Section: Development Of Encoding and Retrieval Strategiesmentioning

confidence: 99%

Section: Development Of Encoding and Retrieval Strategiesmentioning

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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“…Further, in normal subjects this phonological recoding strategy has been found to increase in efficiency with increased mental age (Conrad, 1971;Flavell, Bea~h, and Chinsky, 1966;Keeney, Cannizzo, and Flavell, 1967).…”

mentioning

confidence: 99%

Development and use of a phonological recoding strategy for a short-term memory task by normal and mentally retarded subjects

Bartels

2000

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Research has indicated t at language, in the form of the "inner language" described by Vygotsky (1962), plays a major mediational role in learning. Researchers have described a "phonological" recoding strategy which seems to develop in normal children with the acquisition of receptive and expressive language skills (Conrad, 1971;Sperling, 1963;Locke and Kutz, 1975;Wickelgren, 1965;Hintzman, 1967). However, the mentally retarded population has been described as having a "mediational deficiency" (Luria, 1961;Gallagher, 1969;Kendler and Kendler, 1962), although results have not been conclusive. 2The purpose of the present study was to investigate the presence or absence of a phonological recoding strategy in the mentally retarded population by using a memory matching exercise with visual ~timuli.Pictures of conunon objects were divided into eight pictures with names that sound alike (homophonous) and eight with names that do not sound alike (non-homophonous). The null hypothesis tested was:No statistically significant difference will be found between mentally retarded and normal subjects in the development and use of a phonological recoding strategy for a short-term memory task, when the subjects are matched for ~eceptive vocabulary $ge.The rounger Receptiv~ Vocabulary Age (RVA) CQ~parison group (An) subject~ were the only group that showed evidence of use of a phonological code; therefore, the null hypothesis was r~jected. The younger RVA experimental group (A ) performed as well ae the A group, but did mr n not use a phonological code. The older RVA comparison group (B ) n performed better than a11· the other groups in accordance with their increased language capacity, but they did not exclusively use a phonological code. The older RVA experimenta~ group (B ) made fewer mr correct matches, on t~~ average, than all the other groups, and did not use a phonological code.These results did not conform to the research upon which the present study was based. In explanation, a number of factors must be considered: setting, words used, examiner, and factor held constant.Other factors which may have affected results are: institutionalization, rate of presentation, and the definition of short-term memory that was used.After all these factors have been considered, it may be postu-3 lated that the difference in scores between groups may have been due to the fact that the mentally retarded group never acquired a "learning set," or never "learned how to learn." This resulted in increasingly deficient performances on learning tasks as the ~asks became more difficult. It also may be postulated that the "learning set" i-elated to short-term m~mory tasks involves as its basis the use of a phonological recoding strategy, which may predominate in n~f1Jl81 children a~ lower levels o~ performance and then, as the indivi4ual becom~& more competent, recede into a more diverse reperto~re Qf ~e4rnin$ str~te gies. This postulation would tak~ Vygotsky one st~p fur~p~r •.The process of diversification of learn.ing stfa.tes.ies was observe~...

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The effect of repeated experience on children's suggestibility across two question types

Powell

Roberts

2002

Applied Cognitive Psychology

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There is a discrepancy in the literature regarding the effect of repeated experience on children's suggestibility. Some researchers have concluded that repeated experience increases children's suggestibility for variable details whereas others have reported no detrimental effect. This study demonstrated that the type of question used to test memory (cued-recall versus yes/no questions) could account for the different reported conclusions. Children aged 5-6 years took part in an event either once or four times. Three or 21 days later, they were given a suggestive interview about the single/final occurrence of the event during which half of the event details were inaccurately described. When later asked yes/no questions, the children with repeated experience agreed with more of the suggestions than did those in the single-experience condition, especially at the longer delay. In relation to cued-recall questions, however, experience did not mediate the number of times that false suggestions from the biasing interview were reported. This latter finding was revealed irrespective of the retention interval.

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Spontaneous and Induced Verbal Rehearsal in a Recall Task

Cited by 86 publications

References 8 publications

Memory Development Between 2 and 20

Memory Development Between 2 and 20

Development and use of a phonological recoding strategy for a short-term memory task by normal and mentally retarded subjects

The effect of repeated experience on children's suggestibility across two question types

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