The Effects of Computer Games and Lesson Contexts on Children's Mnemonic Strategies
This study investigated how different contexts for learning affect the development of memory-enhancing strategies in children. In particular, the effect of embedding a memory task in a game context was examined using computer games. Children from 4 to 7 years old took part in one of two computer games (one exogenous and one endogenous; Lepper, 1985) and corresponding more formal "lesson" conditions (simply instructions to remember). The game contexts stimulated much greater observed rehearsal. At each age level the number of rehearsers nearly doubled. However, when covert rehearsal was also included, there was no such dramatic effect. Rehearsers recalled more items than nonrehearsers in both contexts, but recall in the games was less than for the lessons. While the game conditions were more interesting to children, we speculate that they may have been more difficult due to multiple goals and various distracting components. Thus the manipulation of task and interest variables may be insufficient to elicit spontaneous rehearsal in children not otherwise so inclined. Individual differences among children and design-specific aspects of the situation must also be considered.
Oyen
AS
York University, North York, Ontario, Canada
Bebko
JM