Variable memory strategy use in children's adaptive intratask learning behavior: developmental changes and working memory influences in free recall.
Variability in strategy use within single trials in free recall was analyzed longitudinally from second to fourth grades (ages 8-10 years). To control for practice effects another sample of fourth graders was included (age 10 years). Video analyses revealed that children employed different strategies when preparing for free recall. A gradual shift from labeling to cumulative rehearsal was present both with increasing age and across different list positions. Whereas cumulative rehearsal was frequent at early list positions, labeling was dominant at later list portions. Working memory capacity predicted the extent of cumulative rehearsal usage, which became more efficient with increasing age. Results are discussed in the context of the adaptive strategy choice model.
Lehmann
Martin
M
Department of Psychology, University of Göttingen, Germany. mlehman1@gwdg.de
Hasselhorn
Marcus
M
D001245:Association Learning; D001288:Attention; D002648:Child; D002657:Child Development; D003430:Cross-Sectional Studies; D005260:Female; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D008570:Memory, Short-Term; D011939:Mental Recall; D011214:Practice, Psychological; D011932:Reading; D013067:Speech Perception; D014706:Verbal Learning