The experiential facilitation of memory development in the home environment.
Relationships among young children's home experiences, their memory knowledge, and their memory-task performance were examined. The participants were 78 children in 2nd and 3rd grades and their families. The children were administered 2 study-recall memory tasks and a memory-knowledge questionnaire. Home experiences were assessed with data gathered during a home visit and from a parents' self-report questionnaire. Specific home experiences that relate to the development of memory knowledge and memory-task performance were identified. Regression analyses supported a hypothesized theoretical model in which the influence of home experiences on memory-task performance is, at least partially, a function of the relationship between parents' requirements for self-regulation and self-responsibility and the development of children's knowledge about memory requirements and memory strategies.
Pierce
S H
SH
University of North Carolina, Greensboro, USA.
Lange
G
G
D002648:Child; D005260:Female; D006801:Humans; D007389:Internal-External Control; D008297:Male; D011939:Mental Recall; D016487:Parenting / Q000523:psychology*; D010364:Pattern Recognition, Visual; D010553:Personality Development; D011214:Practice, Psychological; D012153:Retention, Psychology; D012931:Social Environment; D012951:Socialization