The Development of Memory Abilities in the Individualand Society

Meacham, John A.

doi:10.1159/000271244

Cited by 76 publications

(37 citation statements)

References 28 publications

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“…Thus, Levels of Processing 19 the greater use of target words when criterion decisions were made at the word level suggests that these words form a type of scaffolding about which the idea structure is formed. This interpretation is consistent with the view expressed by Soviet psychologists--that the head remembers what the head does (Meacham, 1972;Brown, 1978b). The use of contextual information to make word decisions creates an incidental semantic representation of the text.…”

supporting

confidence: 91%

“…To the extent that the subskill becomes the criterion focus for attention, it will distract from comprehension; this is Levels of Processing 23 demonstrated by the adult subjects' performance in the reversed reading and letter match conditions. To promote integration of the subskill with existing comprehension processes, it should be introduced in the context of a meaningful activity (Meacham, 1972;Brown, 1978b …”

Section: Implications For Instructional Issuesmentioning

confidence: 99%

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Levels of Processing: The Strategic Demands of Reading Comprehension

Schwartz¹

1980

Reading Research Quarterly

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The research presented here is designed to measure the effect on reading comprehension of forcing attention to different levels of analysis.Since texts can be analyzed at a variety of levels, such as letters, spelling patterns, words, etc., comprehension requires a basic strategic coordination of processing activities. Forty second grade, fifth grade, and college students read and recalled stories under four sets of orienting instructions.

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supporting

confidence: 91%

Section: Implications For Instructional Issuesmentioning

confidence: 99%

Levels of Processing: The Strategic Demands of Reading Comprehension

Schwartz¹

1980

Reading Research Quarterly

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“…Reviews of this area are provided by Flavell (1970), Meacham (1972), andBrown (1975), with three facets particularly relevant to the present perspective: the contribution of specific and general factors to strategic behavior; the phenomenon of "production deficiency"; and the distinction between intentional and incidental forms of memory. Flavell (1970) suggests that strategic development is a function of 1) specific components comprising a mnemonic activity and 2) a general tendency to utilize these activities in situations requiring a strategy.…”

Section: Cognitive Research Related To Early Reading Processesmentioning

confidence: 99%

“…Flavell (1970) suggests that strategic development is a function of 1) specific components comprising a mnemonic activity and 2) a general tendency to utilize these activities in situations requiring a strategy. Since an activity "must be within the repertoire of the child before it can be applied to the task of remembering" (Meacham, 1972), it follows that the child must either construct the component skills for some independent purpose or receive instruction to foster the activity. For example, categorization as an activity develops slowly through continuing interaction of the child with his environment.…”

Section: Cognitive Research Related To Early Reading Processesmentioning

confidence: 99%

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Strategic Processes in Beginning Reading

Schwartz

1977

Journal of Reading Behavior

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Abstract. A presentation is given of a strategic-process perspective on the development of reading skills. The approach integrates reading research with developmental findings in cognitive psychology (Brown, 1975). An explication of the main concepts of the system is provided along with reinterpretation of a variety of reading research. Analysis of strategic demands and the factors affecting strategic behavior yield a framework for conceptualizing the development of reading fluency. Implications of this approach are suggested for the subskills analysis of reading processes, remediation procedures and beginning instruction.b A major assumption of both beginning instruction and psychological research on early reading is the existence of a cumulative facilitative effect of instruction and learning. This assumption has led to considerable attention directed at identifying sub-skills within the reading process. The persistence and force of this orientation is derived from the fact that for the majority of children -those making progress toward reading proficiency -the stance is valid. Guthrie (1974), however, demonstrates that this is not the case for children experiencing reading difficulties. This latter group fails to demonstrate the high intercorrelation of various phonics skills which characterize good readers. Disabled readers had a high degree of skill in a few basic areas with a sharp drop in performance occuring at some point in each profile. This lack of interfacilitation among sub-skills resulted in almost identical group profiles for the disabled readers and younger normal subjects, but individual patterns were quite different.The reported failure of disabled readers to utilize a variety of potential information sources in various instructional and experimental situations is a

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Dialectic Operations: The Final Period of Cognitive Development1

Riegel

1973

ETS Research Bulletin Series

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Arguments for an extension of Piaget's theory of cognitive development have been derived from philosophical and historical consideration of modern natural sciences. Implicit contradictions» which characterize these sciences as well as common thought» can be systematically apprehended only through a dialectic reinterpretation. The dialectic basis of Piaget's theory is expressed in his assimilation-accommodation paradigm. But development is interpreted as a continuing alienation from this basis culminating in the noncontradictory thinking of formal operations. Although Piaget's interpretations capture a rich variety of performances during childhood they fail to represent adequately the thought and emotions of mature and creative persons. For an interpretation of adulthood and aging» a return to the dialectic basis is necessary. Such a reorganization can proceed from any of the four major levels of development.It introduces intra-and interindividual variations into Piaget's theory. Individuals may operate simultaneously or in short succession at different cognitive levels. The ceaseless striving toward formal operations becomes inappropriate and ineffective for the level of dialectic maturity. [Jordan, 1943, pp. 84-85]."The antagonism between such different interpretations could reach its distinctiveness only because both groups of scientists succeeded in eliminating from their experiments the participatory role of the subject. "It is impossible to deny that, so far, all acquisition of knowledge in physics has, in principle, aimed at the widest possible separation of processes in the outer nature and processes in the realm of human sensations [Planck, 1934, p. 45]." The importance of the subject was unadmittedly retained outside of the context of experimentation only, namely in the selective preference -2-for one theory or the other, and in the selective performance of particular series of experiments. By separating the subject from the object of these observations their theories became abstract.Modern scientists have realized that the activities of the observers are intimately connected with their scientific investigations. When dealing with subatomic particles t for example, it is in principle impossible to observe, with equal precision, both their location in space and their movement in time.Since each measurement exerts a causal effect upon the process observed, the investigator is prevented from separating these conditions from the measurements chosen. Both location and movement, Or mass and velocity, have to be studied in their mutual dependence and in their dependence upon the observations. This recognition implies nothing else but to admit that the object is influenced by the subject.The abstract status of classical natural sciences, for which the theory of mechanics represents a prototypical example, was achieved through a strict adherence to the postulate of identity and the rejection of explicit or implicit contradictions. 2 The laws of classical mechanics--as well as those of any of the other...

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The Development of Memory Abilities in the Individualand Society

Cited by 76 publications

References 28 publications

Levels of Processing: The Strategic Demands of Reading Comprehension

Levels of Processing: The Strategic Demands of Reading Comprehension

Strategic Processes in Beginning Reading

Dialectic Operations: The Final Period of Cognitive Development1

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