title: How children choose among serial recall strategies.
abstract: A theoretical and methodological approach originally developed to investigate preschoolers' arithmetic strategies was extended to the study of 5-8-year-olds' serial recall strategies. Immediately retrospective verbal reports, together with observation of overt behavior, indicated a number of parallels between strategy choices in the 2 areas. In serial recall, as in arithmetic, most children used multiple approaches. Even among the youngest children, the majority sometimes used the most effective strategy, repeated rehearsal. Changes in strategy choices were adaptive in the sense of children rehearsing more often when not rehearsing on the previous trial had led to incorrect recall. Developmental changes occurred in how often children rehearsed, in how accurately they executed each strategy, and in the type of rehearsal that they used most frequently. Only small changes were apparent, however, in whether the 5-8-year-olds rehearsed at all.
authors.affiliation: Psychology Department, Carnegie Mellon University, Pittsburgh, PA 15213.
authors.forename: K
authors.initials: K
authors.lastname: McGilly
authors.forename: R S
authors.initials: RS
authors.lastname: Siegler
mesh_terms: D001288:Attention; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D005260:Female; D006801:Humans; D008297:Male; D008433:Mathematics; D008568:Memory; D011939:Mental Recall; D011214:Practice, Psychological; D011340:Problem Solving; D012691:Serial Learning