The Role of Conceptual Knowledge in the Development of Organization in Children’s Memory

Bjorklund, David F.

doi:10.1007/978-1-4613-9541-6_3

Cited by 136 publications

(117 citation statements)

References 102 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Furthermore, studies where children's knowledge of categorical relations was manipulated by norms of category typicality (e.g., Bjorklund, 1988;Frankel & Rollins, 1985;Schneider, 1986) revealed that children's categorical clustering in free recall is a function of the typicality of stimulus items. Bjorklund (1985Bjorklund ( , 1987 concluded that most age differences in recall and clustering can be explained solely in terms of age differences in the strength of relationships between category exemplars and category labels, without having to propose age differences in strategy implementation. Relating this position to the development of categorical retrieval studied in the present experiments, one might expect that the pattern of results reported in Experiments 1 and 2 could be restricted to typical stimulus items where age differences in the degree of category knowledge are very likely.…”

Section: Serial Retrieval Organizationmentioning

confidence: 99%

“…Lange, 1978;Moely, 1977;Omstein 8z Corsale, 1979): (a) the increasing availability of knowledge about the usefulness of organizational memory strategies (metamemory hypothesis) and (b) the child's growing knowledge about the world (knowledge base hypothesis). Bjorklund (1985Bjorklund ( , 1987 proposed an elaborate version of the knowledge base hypothesis. He argued that the increase in category clustering during children's free recall is mediated by mechanisms representing unconscious and automatic side effects of age differences in semantic memory.…”

mentioning

confidence: 99%

“…In Bjorklund's view, spontaneous and deliberate (i.e., strategic) organization does not arise before adolescence. According to him, the shift from automatic to strategic organization occurs at a transitional stage during preadolescence, when children become aware of their automatic organizational behavior and its facilitating effects (Bjorklund, 1985;Bjorklund & Jacobs, 1985).…”

mentioning

confidence: 99%

See 2 more Smart Citations

The emergence of strategic knowledge activation in categorical clustering during retrieval

Hasselhorn

1990

Journal of Experimental Child Psychology

View full text Add to dashboard Cite

NutzungsbedingungenGewährt wird ein nicht exklusives, nicht übertragbares, persönliches und beschränktes Recht auf Nutzung dieses Dokuments. Dieses Dokument ist ausschließlich für den persönlichen, nicht-kommerziellen Gebrauch bestimmt. Die Nutzung stellt keine Übertragung des Eigentumsrechts an diesem Dokument dar und gilt vorbehaltlich der folgenden Einschränkungen: Auf sämtlichen Kopien dieses Dokuments müssen alle Urheberrechtshinweise und sonstigen Hinweise auf gesetzlichen Schutz beibehalten werden. Sie dürfen dieses Dokument nicht in irgendeiner Weise abändern, noch dürfen Sie dieses Dokument für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, aufführen, vertreiben oder anderweitig nutzen.Mit der Verwendung dieses Dokuments erkennen Sie die Nutzungsbedingungen an.

show abstract

Section: Serial Retrieval Organizationmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

The emergence of strategic knowledge activation in categorical clustering during retrieval

Hasselhorn

1990

Journal of Experimental Child Psychology

View full text Add to dashboard Cite

show abstract

“…Recent approaches to memory development also emphasise the role of non-strategic factors in producing memory differences between children and adults (e.g., Bjorklund, 1985Bjorklund, , 1987Brainerd & Reyna, 1993;Dempster & Brainerd, 1995). Factors such as the spread and structure of the knowledge base or the resources available to perform the task have been highlighted as possible differences between children and adults.…”

mentioning

confidence: 99%

Interference and integration: The fan effect in children and adults

Gómez‐Ariza¹,

Bajo²

2003

Memory

View full text Add to dashboard Cite

In three experiments, we explored (1) possible developmental changes in interference and (2) the use of integration processes to eliminate them. Two versions of the fan effect procedure were used. Results of Experiment 1 with unrelated sentences showed similar fan effects for 12±13-year-old children and adults. In Experiment 2, the sentences were thematically related so that it was possible to use elaboration processes to construct integrated representations. Under these conditions only adult participants eliminated the fan effect. In Experiment 3 a new procedure was used where children and adults studied highly familiar material in an organised manner. The results showed that in these conditions children integrated information and reduced interference. Thus, prior knowledge and organisation seem to be important factors to create meaningful integrated representations in memory.

show abstract

“…With regard to developmental trends in strategy -knowledge interactions, controversial issues until the mid-eighties frequently involved questions of predominance: Although most researehers basically agreed that both the knowledge base and strategies influence cognitive performance, they disputed about the relative importance of these two factors (cf. Bjorklund, 1985;Ornstein & Naus, 1985).…”

Section: Modeling Strategy-knowledge Interactionsmentioning

confidence: 99%

The Role of Knowledge, Strategies, and Aptitudes in Cognitive Performance: Concluding Comments

Schneider

Weinert

1990

Interactions Among Aptitudes, Strategies, and Knowledge in Cognitive Performance

View full text Add to dashboard Cite

Several years ago, a conference was organized with the aim of identifying the merits and shortcomings of current research on memory development. In the resulting publication by Weinert & Perlmutter (l988) the contributors agreed that despite the progress that has been made in understanding children ' s memory , much remains to be learned about the natural course of memory development. As apparent from the book's organization , strategies, meta memory , and the knowledge base were conceived of as major determinants of memory development. Further, the roles of social and motivational contexts as weil as implications of individual differences were discussed in detail.Typical of more recent research is a shift in emphasis from the separate study of determinants of memory development to the analysis of possible interplay among strategies and knowledge in memory performance (cf. Bjorklund, in press;Schneider & Pressley, 1989) . Given the enormous interest and intensive research activities in the field since the mid-eighties, one major reason for organizing a second conference on the topic only a few years later was to get a better picture of the kind of progress that has been made recently in the area of memory development.Another goal of the second conference was to broaden the perspective on research in the domain of memory development by including research on interactions among knowledge, strategies and aptitudes conducted in areas of cognitive development other than memory. In our view, memory processes represent a specific class of general problem-solving activities. Accordingly, the issue of generalizability of findings from memory research to thinking, reasoning, and comprehension processes in other problem-solving tasks deserves special attention.In the following, we will use the state-of-the-art represented in the above book as a frame of reference for our comments. In doing so, we will first focus on a few general issues that were already addressed as potential problems in the mid-eighties and seem similarly controversial today . Next, we will turn to so me theoretical issues and empirical findings that, at least in our view , demonstrate recent progress. Basic agreements and (possible) disagreements which were unveiled during the conference and are reflected in this book will be high-

show abstract

The Role of Conceptual Knowledge in the Development of Organization in Children’s Memory

Cited by 136 publications

References 102 publications

The emergence of strategic knowledge activation in categorical clustering during retrieval

The emergence of strategic knowledge activation in categorical clustering during retrieval

Interference and integration: The fan effect in children and adults

The Role of Knowledge, Strategies, and Aptitudes in Cognitive Performance: Concluding Comments

Contact Info

Product

Resources

About