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DEVELOPMENT AND MENTAL EFFORT REQUIREMENTS OF STRATEGY USE IN FREE RECALL
Title
THE DEVELOPMENT AND MENTAL EFFORT REQUIREMENTS OF STRATEGY USE IN FREE RECALL.
Creator
Harnishfeger, Katherine Kipp, Florida Atlantic University
Abstract/Description
The relationship between the mental effort requirement of strategy use and the development of an organizational strategy was investigated. 1st, 3rd, and 5th graders were assigned to one of four conditions reflecting the orthogonal combination of organizational instructions (training vs free recall) and item presentation (blocked by categories vs random). During two free recall trials of a list of 16 words, subjects' mental effort expenditure was assessed by measuring interference on a...
Show moreThe relationship between the mental effort requirement of strategy use and the development of an organizational strategy was investigated. 1st, 3rd, and 5th graders were assigned to one of four conditions reflecting the orthogonal combination of organizational instructions (training vs free recall) and item presentation (blocked by categories vs random). During two free recall trials of a list of 16 words, subjects' mental effort expenditure was assessed by measuring interference on a secondary task (finger tapping). The older children recalled more items and were more strategic than the younger children; however, there were no differences in interference among the grades. Training resulted in superior recall, clustering, and mental effort expenditure; blocked presentation led to greater recall and clustering, but not interference. It was suggested that the activation of items in semantic memory and the use of categorical organization to facilitate recall become more efficient with age, resulting in superior performance by the older children without corresponding increases in mental effort.
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Date Issued
1987
PURL
http://purl.flvc.org/fcla/dt/14363
Subject Headings
Memory in children--Psychological aspects
Format
Document (PDF)
Converging evidence of the development of efficient inhibition
Title
Converging evidence of the development of efficient inhibition.
Creator
Harnishfeger, Katherine Kipp, Florida Atlantic University, College of Engineering and Computer Science, Department of Psychology
Abstract/Description
Four experiments were conducted to examine developmental differences in inhibitory processing. Experiment 1 demonstrated increasing inhibitory efficiency with age in a Stroop-type task. First graders did not show a significant inhibition effect, which was shown by all older groups. With age, greater proportional decrements in response latency were found for Stroop tasks with an inhibition component than for a standard Stroop task. Experiment 2 contrasted cued-recall performance on an...
Show moreFour experiments were conducted to examine developmental differences in inhibitory processing. Experiment 1 demonstrated increasing inhibitory efficiency with age in a Stroop-type task. First graders did not show a significant inhibition effect, which was shown by all older groups. With age, greater proportional decrements in response latency were found for Stroop tasks with an inhibition component than for a standard Stroop task. Experiment 2 contrasted cued-recall performance on an unrelated list with performance on a list of scrambled high-associate pairs. Kindergartners, second and fourth graders recalled less than adults, and more of their total output during recall was composed of inappropriate intrusions. Examination of interitem response latencies revealed that kindergartners' processing did not differentiate between inappropriate intrusions and correct responses, whereas older subjects distinguished between correct responses and all errors. In Experiment 3, subjects were read lists of words, were told to forget some of the words, and then were unexpectedly asked to recall the to-be-forgotten words. Adults and fifth graders who were told to forget were able to inhibit the pre-cue items, although the words were available in a recognition task. First graders were not able to inhibit activations of pre-cue items, and they did not show the standard directed-forgetting patterns of performance. Patterns of inhibition for third grade children fell between that of first and fifth graders. In Experiment 4, an intentional/incidental contrast was added to the directed-forgetting paradigm. This experiment replicated earlier work, finding directed-forgetting effects for both incidentally and intentionally learned words. Developmental changes in performance replicated those of Experiment 3. Latencies between consecutively recalled words were also examined. Subjects who were not told to forget words showed a processing advantage, in terms of faster latencies, for primacy items. When subjects were given the forget cue, their processing was slightly quicker for second list half items. In general, results were consistent with the inefficient inhibition hypothesis, suggesting that inhibitory processing becomes more efficient over the elementary school years. Implications for the limited mental resources model, and the inefficient inhibition hypothesis, were discussed.
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Date Issued
1991
PURL
http://purl.flvc.org/fcla/dt/12274
Subject Headings
Psychology, Developmental
Format
Document (PDF)