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- Title
- CHILDREN'S CUED-RECALL OF CHILD- AND ADULT-DEFINED TYPICAL AND ATYPICAL CATEGORY EXEMPLARS.
- Creator
- THOMPSON, BARBARA ELAINE, Florida Atlantic University
- Abstract/Description
-
Kindergarten, third, and sixth graders received one of two 22 item lists for cued-recall, with one-half of the items in each list being typical examples of familiar categories, and onehalf heing atypical category exemplars. For subjects in the Age-Appropriate condition, the typicality of the items was based on children's definitions of "item goodness," whereas for subjects in the Adult-Norm condition, item typicality was based on adult judgements. At all grade levels, typical items were...
Show moreKindergarten, third, and sixth graders received one of two 22 item lists for cued-recall, with one-half of the items in each list being typical examples of familiar categories, and onehalf heing atypical category exemplars. For subjects in the Age-Appropriate condition, the typicality of the items was based on children's definitions of "item goodness," whereas for subjects in the Adult-Norm condition, item typicality was based on adult judgements. At all grade levels, typical items were recalled to a greater extent than atypical items, and recall in the Age-Appropriate condition was significantly greater than in the Adult-Norm condition. In the Age-Appropriate condition, processing differences between typical and atypical category exemplars were interpreted as being due to qualitative differences in how representative items were of their categories, whereas the "typicality" effects in the Adult Norm condition were hypothesized as being due to a quantitative lack of category knowledge.
Show less - Date Issued
- 1980
- PURL
- http://purl.flvc.org/fcla/dt/14025
- Subject Headings
- Recollection (Psychology), Memory in children
- Format
- Document (PDF)
- Title
- THE EFFECTS OF ELABORATION AND DISTANCE ON THE RETRIEVAL OF TEXT.
- Creator
- MCCANDLESS, KATHY LEE, Florida Atlantic University
- Abstract/Description
-
Two experiments are presented that examined the manner in which antecedents are retrieved from memory. In Experiment 1, subjects read passages containing two antecedents, with one appearing early in a passage and one appearing late. In addition, one of the antecedents was mentioned briefly while the other was elaborated on in much greater detail. The last line of each passage required reinstatement of either the early or late antecedent. Following reinstatement, subjects were required to name...
Show moreTwo experiments are presented that examined the manner in which antecedents are retrieved from memory. In Experiment 1, subjects read passages containing two antecedents, with one appearing early in a passage and one appearing late. In addition, one of the antecedents was mentioned briefly while the other was elaborated on in much greater detail. The last line of each passage required reinstatement of either the early or late antecedent. Following reinstatement, subjects were required to name either the early or the late antecedent. Reading time results showed that search time was a function of both recency and elaboration with late antecedents retrieved more quickly than early antecedents and elaborated antecedents retrieved more quickly than nonelaborated antecedents. Naming times confirmed that subjects were performing the required reinstatement; reinstated antecedents were named faster than nonreinstated antecedents. Experiment 2 demonstrated that there was no difference in the activation level of either antecedent prior to reinstatement. (Abstract shortened with permission of author.)
Show less - Date Issued
- 1987
- PURL
- http://purl.flvc.org/fcla/dt/14385
- Subject Headings
- Memory transfer, Learning, Psychology of
- Format
- Document (PDF)
- Title
- DEVELOPMENTAL DIFFERENCES IN THE TIMING OF ORGANIZATION IN CHILDREN'S RECALL.
- Creator
- HIBEL, JANET, Florida Atlantic University, Bjorklund, David F., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
In the present experiment possible developmental differences in the timing of organization in children's free recall were examined. It was hypothesized that children who organize information at input would show a smaller decrement in recall as a result of delayed testing with related than with unrelated materials. If the categorical similarity among items is discovered at input, the resulting organizational scheme(s) would make the individual items more resistant to forgetting over time....
Show moreIn the present experiment possible developmental differences in the timing of organization in children's free recall were examined. It was hypothesized that children who organize information at input would show a smaller decrement in recall as a result of delayed testing with related than with unrelated materials. If the categorical similarity among items is discovered at input, the resulting organizational scheme(s) would make the individual items more resistant to forgetting over time. However, since no organizational scheme could be imposed upon unrelated items, many items would be lost as a result of delayed testing. This pattern of data was predicted only for junior high students and not for second and third graders. However, contrary to expectation, both the younger and older groups of subjects showed this pattern, indicating that children of both age groups organize categorically related information at input. The possibility of a semantic facilitative effect for the younger subjects was discussed.
Show less - Date Issued
- 1978
- PURL
- http://purl.flvc.org/fcla/dt/13934
- Subject Headings
- Recollection (Psychology), Memory in children
- Format
- Document (PDF)
- Title
- Temporal organization of memory strategies on a sort/recall task.
- Creator
- Park, Cynthia Louise Smith, Florida Atlantic University, Bjorklund, David F., Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
This study examined the temporal structure of children's study behaviors on a sort/recall task. Forty-two fifth-grade children were given six sort/recall trials, each consisting of a two-minute study period followed by a recall assessment. Three trials used the same word list on each trial, while three trials used different word lists on each trial. Half of the participants received the different word list trials first while the order was reversed for the remaining participants. Results were...
Show moreThis study examined the temporal structure of children's study behaviors on a sort/recall task. Forty-two fifth-grade children were given six sort/recall trials, each consisting of a two-minute study period followed by a recall assessment. Three trials used the same word list on each trial, while three trials used different word lists on each trial. Half of the participants received the different word list trials first while the order was reversed for the remaining participants. Results were analyzed for differences between recall groups, type of word list used, and presentation order of the trials. High recallers demonstrated stronger temporal patterns of study behaviors than did low recallers (as measured by Fourier analysis of time series data). High recallers also showed stronger tendencies to use behaviors that facilitated performance in close temporal proximity. Type of word list affected recall and temporal patterns of a portion of the study behaviors analyzed.
Show less - Date Issued
- 1998
- PURL
- http://purl.flvc.org/fcla/dt/15580
- Subject Headings
- Study skills, Recollection (Psychology), Memory
- Format
- Document (PDF)
- Title
- DEVELOPMENTAL DIFFERENCES IN ORGANIZATIONAL CRITERIA IN FREE RECALL.
- Creator
- DE MARCHENA, MELANIE RUTH RABIN., Florida Atlantic University
- Abstract/Description
-
This experiment explored the possibility of a developmental shift from organization according to associative criteria to organization according to taxonomic criteria. First, fourth and seventh graders were presented with a list of items which could be organized equally well into either groups of taxonomic or associative pairs. Children were randomly assigned to either the Sort or No Sort Condition. While clustering levels for children in the Sort Condition were significantly greater than...
Show moreThis experiment explored the possibility of a developmental shift from organization according to associative criteria to organization according to taxonomic criteria. First, fourth and seventh graders were presented with a list of items which could be organized equally well into either groups of taxonomic or associative pairs. Children were randomly assigned to either the Sort or No Sort Condition. While clustering levels for children in the Sort Condition were significantly greater than those of children in the No Sort Condition both had high overall levels of clustering. First grade children's organizational styles during sorting, were significantly more associative than were fourth or seventh graders, who increasingly organized taxonomically. These results suggest that it is not that young children are incapable of using effective organizational strategies to mediate recall, but rather, that their strategies differ from those of older children and adults.
Show less - Date Issued
- 1981
- PURL
- http://purl.flvc.org/fcla/dt/14092
- Subject Headings
- Memory in children, Recollection (Psychology)
- Format
- Document (PDF)
- Title
- DELIBERATE VERSUS AUTOMATIC PROCESSING IN CHILDREN'S RECALL AND ORGANIZATION OF FAMILIAR INFORMATION.
- Creator
- MCKENNA, DONNA LEE, Florida Atlantic University
- Abstract/Description
-
This experiment was designed to examine the development of organizational strategies during the course of children's recall. First, third, and fifth grade children were asked to recall the names of their classmates. Organization of recall was assessed with regard to structures in the classroom (e.g., seating arrangements, reading groups). To determine if awareness of strategy use increased over the course of recall, some children were asked metamemory questions after recalling only six names,...
Show moreThis experiment was designed to examine the development of organizational strategies during the course of children's recall. First, third, and fifth grade children were asked to recall the names of their classmates. Organization of recall was assessed with regard to structures in the classroom (e.g., seating arrangements, reading groups). To determine if awareness of strategy use increased over the course of recall, some children were asked metamemory questions after recalling only six names, others after recalling 12 names, and a third group after recalling as many names as possible. Analyses of interitem latency data, clustering, and metamemory responses suggest that the highly organized retrieval in class recall is mediated by the activation of automatic relationships and not by the use of deliberate organizational strategies. The various associative relationships between names lead children to switch between different modes of organization. This process results in well structured recall, without requiring any conscious awareness.
Show less - Date Issued
- 1983
- PURL
- http://purl.flvc.org/fcla/dt/14173
- Subject Headings
- Recollection (Psychology), Memory in children
- Format
- Document (PDF)
- Title
- The supramammillary nucleus: Does it play a role in the mediation of hippocampal theta rhythm?.
- Creator
- Thinschmidt, Jeffrey Scott., Florida Atlantic University, Vertes, Robert P.
- Abstract/Description
-
Recent evidence suggests that the supramammillary nucleus (SUM) is an important link from the pontine reticular formation (PRF) to the septum-hippocampus in the generation of hippocampal theta rhythm. I proposed: (1) injections of WGA-HRP into the SUM would produce retrograde labeling in PRF cells; (2) lesions of the SUM would produce a reduction in the frequency and amplitude of hippocampal theta rhythm; (3) injections of procaine into the SUM would attenuate the amplitude and reduce the...
Show moreRecent evidence suggests that the supramammillary nucleus (SUM) is an important link from the pontine reticular formation (PRF) to the septum-hippocampus in the generation of hippocampal theta rhythm. I proposed: (1) injections of WGA-HRP into the SUM would produce retrograde labeling in PRF cells; (2) lesions of the SUM would produce a reduction in the frequency and amplitude of hippocampal theta rhythm; (3) injections of procaine into the SUM would attenuate the amplitude and reduce the frequency of reticular elicited theta rhythm. Although WGA-HRP injections in the SUM produced minimal labeling in the PRF, there were labeled cells in the central gray of the pons, and in the dorsal raphe and surrounding regions. I found that lesions of the SUM produced minimal changes in the frequency and amplitude of theta in the behaving animal but that injections of procaine attenuated both of these measures in the urethane anesthetized rat.
Show less - Date Issued
- 1993
- PURL
- http://purl.flvc.org/fcla/dt/14919
- Subject Headings
- Theta rhythm, Hippocampus (Brain), Memory
- Format
- Document (PDF)
- Title
- Is age really just a number? Neuropsychological predictors of eyewitness memory errors.
- Creator
- Tsikis, Tina, Earles, Julie, Kersten, Alan
- Date Issued
- 2012-04-06
- PURL
- http://purl.flvc.org/fcla/dt/3349047
- Subject Headings
- Memory, Eyewitness identification, Forensic psychology, False memories, Recollection research, Eyewitness memory, Neuropsychology
- Format
- Document (PDF)
- Title
- Accuracy of child event frequency reports.
- Creator
- Dirghangi, Shrija R., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
The current study assessed whether the accuracy of children’s self-reports of events experienced differs as a function of age and how the question is asked. Additional factors like metamemory and distractibility were assessed. Primary-school students (M= 7.7 years) and middle-school students (M = 9.7 years) completed two different versions of an event frequency measure, two times, at one week intervals. In one of the measures of event frequency, no memory prompts were provided (uncued...
Show moreThe current study assessed whether the accuracy of children’s self-reports of events experienced differs as a function of age and how the question is asked. Additional factors like metamemory and distractibility were assessed. Primary-school students (M= 7.7 years) and middle-school students (M = 9.7 years) completed two different versions of an event frequency measure, two times, at one week intervals. In one of the measures of event frequency, no memory prompts were provided (uncued questionnaire condition), while in the other measure, recall categories for aiding recollections were provided (cued questionnaire condition). Participants’ self-reported event frequencies for the cued and uncued questionnaires were compared with trained observers’ event frequencies for the cued and uncued conditions. Older children reported event frequency more accurately than younger participants. Participants also reported events with greater accuracy with the aid of memory prompts than without, an effect that was especially strong among the younger children. Neither metamemory nor distractibility was accountable for the differences within age groups. The findings suggest that age-related improvements in accuracy of event frequency across the transition into adolescence may, in part, be due to improvements in the ability to recall and recount those events in the absence of memory cues.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004190, http://purl.flvc.org/fau/fd/FA00004190
- Subject Headings
- Cognition in adolescence, Cognition in children, Memory -- Age factors, Memory in adolescence, Memory in children, Metacognition
- Format
- Document (PDF)
- Title
- Memory for criminal events.
- Creator
- Norcini, Hannah, Earles, Julie
- Date Issued
- 2013-04-05
- PURL
- http://purl.flvc.org/fcla/dt/3361157
- Subject Headings
- Memory--Age factors, Face perception
- Format
- Document (PDF)
- Title
- Devising a novel protocol to study 5-hydroxymethylcytosine's role in the consolidation of a methamphatamine [sic] associated contextual memory.
- Creator
- Odom, John David., Harriet L. Wilkes Honors College
- Abstract/Description
-
DNA methylation, the addition of a methyl group to the 5' position of DNA cytosines (5mC), is generally associated with transcriptional repression during early embryo formation ; however, in the adult brain, it is dynamically regulated and plays an important role in the formation and maintenance of memory. Very recently, it has been hypothesized that DNA hydroxymethylation, the addition of a hydroxyl group to methylated cytosines (5mC), serves as an intermediate in the DNA demethylation...
Show moreDNA methylation, the addition of a methyl group to the 5' position of DNA cytosines (5mC), is generally associated with transcriptional repression during early embryo formation ; however, in the adult brain, it is dynamically regulated and plays an important role in the formation and maintenance of memory. Very recently, it has been hypothesized that DNA hydroxymethylation, the addition of a hydroxyl group to methylated cytosines (5mC), serves as an intermediate in the DNA demethylation pathway. GIven its recent discovery, the role of DNA hydroxymethylation in memory has not yet been explored. In this study, we developed an immunofluorescent triple labeling protocol in order to begin examining the involvement of 5mC and 5hmC in neurons activated by consolidation of a contextual memory associated with methamphetamine in the brain's reward center, the nucleus accumbens.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3359318
- Subject Headings
- Memory, Physiological aspects, Cognitive neuroscience, DNA, Methylation
- Format
- Document (PDF)
- Title
- The bizarreness effect and memory: implications for eyewitness testimony.
- Creator
- Wiseman, Jennifer., Harriet L. Wilkes Honors College
- Abstract/Description
-
Mistakes in combining components of stimuli are called binding or memory conjunction errors. They occur when people mistakenly associate two previously seen stimulus features that were not previously seen together. It is hypothesized that bizarre items will be better remembered than common items. Participants saw 18 continuous events, each containing four actions performed by four different actors. One week later they returned for a recognition test and were shown more video clips. There were...
Show moreMistakes in combining components of stimuli are called binding or memory conjunction errors. They occur when people mistakenly associate two previously seen stimulus features that were not previously seen together. It is hypothesized that bizarre items will be better remembered than common items. Participants saw 18 continuous events, each containing four actions performed by four different actors. One week later they returned for a recognition test and were shown more video clips. There were old, new action, and conjunction items. A conjunction item was composed of a familiar actor performing a familiar action that had previously been performed by someone else. For each clip, participants were asked if they saw this person perform this action before. Participants responded "yes" to conjunction same context items more often than they did to conjunction different context items.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/77698
- Subject Headings
- Eyewitness identification, Context effects (Psychology), Memory
- Format
- Document (PDF)
- Title
- Many Days Many Nights.
- Creator
- Dillow, Michael, Hart, Sharon, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Visual Arts and Art History
- Abstract/Description
-
Many Days Many Nights is a body of work that examines the notion of place, highlighting the complex relationship between a psychological state of mind and the experience of geographical location. The work incorporates a hybrid documentary photography practice combined with experimental video to construct narrative and is underpinned by a phenomenological inquiry into the relationship between memory, time, and the experience of place, and collectively, how these concepts pervade the subjective...
Show moreMany Days Many Nights is a body of work that examines the notion of place, highlighting the complex relationship between a psychological state of mind and the experience of geographical location. The work incorporates a hybrid documentary photography practice combined with experimental video to construct narrative and is underpinned by a phenomenological inquiry into the relationship between memory, time, and the experience of place, and collectively, how these concepts pervade the subjective photographic frame.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013199
- Subject Headings
- Documentary photography, Experimental videos, Memory, Time, Place
- Format
- Document (PDF)
- Title
- CHILDREN'S RECOGNITION OF STRATEGY USE IN THE RECALL OF THEIR CLASSMATES' NAMES.
- Creator
- ZEMAN, BARBARA RIDGDILL, Florida Atlantic University
- Abstract/Description
-
First and third grade children were asked to recall the names of their classmates. Organization of recall was assessed with regard to structures in the classroom (e.g. , seating arrangements, reading groups). Following recall, children were given a list of four possible strategies and asked to select which, if any, they used. Levels of organization were high and undifferentiated for first and third graders with the majority of children being unable to select accurately the strategy used in...
Show moreFirst and third grade children were asked to recall the names of their classmates. Organization of recall was assessed with regard to structures in the classroom (e.g. , seating arrangements, reading groups). Following recall, children were given a list of four possible strategies and asked to select which, if any, they used. Levels of organization were high and undifferentiated for first and third graders with the majority of children being unable to select accurately the strategy used in class recall as reflected by organization (ARC) scores. Furthermore, the distribution of subjects accurately identifying a strategy in this task was no greater than th2t of subjects in an earlier experiment who were asked to describe the strategy they used. These results indicate that although children demonstrate high levels of recall and organization on this task, they do not show comparable abilities in strategy awareness, and that this is not due merely to their inability to produce a verbal response.
Show less - Date Issued
- 1980
- PURL
- http://purl.flvc.org/fcla/dt/14033
- Subject Headings
- Memory in children, Cognition in children
- Format
- Document (PDF)
- Title
- Child eyewitness testimony: The search for truth and justice in the American way.
- Creator
- Cassel, William Steven, Florida Atlantic University, Bjorklund, David F.
- Abstract/Description
-
Subjects in kindergarten, grade 2, and college were shown a videotape of a bicycle theft followed by a one month longitudinal study simulating the witness's experience during the pretrial phase of a criminal prosecutorial workup. Subjects were asked for free recall as well as for responses to nonleading and correct or incorrectly leading questions. Accuracy of free recall was high for all ages. Younger children were more susceptible to suggestive leading questions and adults were found to...
Show moreSubjects in kindergarten, grade 2, and college were shown a videotape of a bicycle theft followed by a one month longitudinal study simulating the witness's experience during the pretrial phase of a criminal prosecutorial workup. Subjects were asked for free recall as well as for responses to nonleading and correct or incorrectly leading questions. Accuracy of free recall was high for all ages. Younger children were more susceptible to suggestive leading questions and adults were found to reject many of the "correctly" leading questions. Differences were found between answers to central and peripheral items and subjects were found to change their answers within the same interview in relation to age of the witness and centrality of the question.
Show less - Date Issued
- 1991
- PURL
- http://purl.flvc.org/fcla/dt/14734
- Subject Headings
- Child witnesses, Memory in children, Eyewitness identification
- Format
- Document (PDF)
- Title
- Analysis of nucleus reuniens cell behavior during hippocampal theta rhythm.
- Creator
- Morales, George J., Florida Atlantic University, Morgera, Salvatore D., College of Engineering and Computer Science, Department of Computer and Electrical Engineering and Computer Science
- Abstract/Description
-
Coherence estimates have been used to determine the presence of functional coupling between two signals. While direct projections from the nucleus reuniens (RE) to the hippocampus formation in the rat have been discovered, little is known about the possible functional influence of the RE on the hippocampus. This investigation makes use of MATLAB to create a set of specialized algorithms to investigate coherence function estimates between RE cell activity and hippocampal EEG. In addition,...
Show moreCoherence estimates have been used to determine the presence of functional coupling between two signals. While direct projections from the nucleus reuniens (RE) to the hippocampus formation in the rat have been discovered, little is known about the possible functional influence of the RE on the hippocampus. This investigation makes use of MATLAB to create a set of specialized algorithms to investigate coherence function estimates between RE cell activity and hippocampal EEG. In addition, error prevention considerations as well as shortcomings in current data acquisition software that ultimately lead to the necessity for additional software analysis tools are also discussed. An investigation into RE cell behavior requires the calculation of cell activity spike rates as well as the identification of action potential bursting phenomena. Isolation of individual cell activity, from a population recording channel, is needed in order to prevent erroneous effects associated with using unresolved multi-neuron recordings. Changes in spike rate activity and frequency of bursting occurrences are calculated as a means of gauging RE unit response to the presence of a stimulus (e.g., tail pinch). The relationship of RE units on hippocampal EEG by analysis of coherence function estimates between RE units and hippocampal EEG, as well as evaluated RE unit behavior in terms of changes in unit spike rate and bursting activity are established.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fcla/dt/13383
- Subject Headings
- Hippocampus (Brain), Electroencephalography, Neurosciences, Theta rhythm, Memory
- Format
- Document (PDF)
- Title
- RECOGNITION MEMORY FOR SEMANTIC AND SYNTACTIC ASPECTS OF SENTENCES: A DEVELOPMENTAL STUDY.
- Creator
- ERSOFF, JEFFREY ALAN., Florida Atlantic University
- Abstract/Description
-
A probe recognition task tested memory for syntactic (active/passive arid word order) changes and for semantic (meaningful and anomalous) changes. On the basis of McNeill's theory of semantic development the following predictions were made: (a) with a minimal retention interval (almost immediate) 8-year-olds would recognize semantic changes better than syntactic changes, while 6-year-olds would not perform differently on the two types of changes, (b) with a longer retention interval, 8-year...
Show moreA probe recognition task tested memory for syntactic (active/passive arid word order) changes and for semantic (meaningful and anomalous) changes. On the basis of McNeill's theory of semantic development the following predictions were made: (a) with a minimal retention interval (almost immediate) 8-year-olds would recognize semantic changes better than syntactic changes, while 6-year-olds would not perform differently on the two types of changes, (b) with a longer retention interval, 8-year-olds would recognize semantic changes better than syntactic changes. Results supported (b) but in (a) the 8-year-olds recognized syntactic changes better. This finding was discussed in terms of task differences and a new experimental approach was proposed.
Show less - Date Issued
- 1973
- PURL
- http://purl.flvc.org/fcla/dt/13598
- Subject Headings
- Memory in children, Recognition (Psychology), Psycholinguistics
- Format
- Document (PDF)
- Title
- THE TAXONOMIC AND NON-TAXONOMIC CLUSTERING AND RECALL OF YOUNG CHILDREN IN A SORTING AND DELAYED RECALL TASK.
- Creator
- ZAKEN, FLORA JANE, Florida Atlantic University
- Abstract/Description
-
Several studies have found recall and clustering performance of young children to be greater with non-taxonomic (NT) than with taxonomic (T) materials, while other studies have found the reverse. The present experiment has tried to resolve this discrepancy by introducing the variable of criterion vs single sorting prior to recall. A comparison of Immediate and Delayed recall between child-generated T and child-generated NT categories under criterion (two consecutive identical sorts) and...
Show moreSeveral studies have found recall and clustering performance of young children to be greater with non-taxonomic (NT) than with taxonomic (T) materials, while other studies have found the reverse. The present experiment has tried to resolve this discrepancy by introducing the variable of criterion vs single sorting prior to recall. A comparison of Immediate and Delayed recall between child-generated T and child-generated NT categories under criterion (two consecutive identical sorts) and single sorting conditions was used to assess the differences in these T and NT grouping patterns as a basis for organizing recall. Although there were no significant interactions with delay, when subjects sorted only once, recall performance was greater with T related materials. However, when subjects sorted to a stable criterion of two consecutive identical sorts, recall performance with NT related materials was greater than performance with T related materials. These results suggest that under single sorting conditions, the use of T categories may have resulted in a better fit with the child's semantic memory structure than NT groupings. However, with stable sorting, both T and NT grouping patterns were equally consolidated into the memory structure, making them both equally retrievable.
Show less - Date Issued
- 1980
- PURL
- http://purl.flvc.org/fcla/dt/14009
- Subject Headings
- Memory in children, Cluster analysis, Recollection (Psychology)
- Format
- Document (PDF)
- Title
- THE INFLUENCE OF SOCIOECONOMIC STATUS ON CHILDREN'S CLASSIFICATION AND FREE RECALL.
- Creator
- WEISS, SARA CULVER., Florida Atlantic University
- Abstract/Description
-
Developmental and socioeconomic status (SES) differences in classificatfon styles indicate that young and low SES children are more likely to sort objects nontaxonomically whereas older and middle SES children are more likely to sort taxonomically. When children establish stable organizational schemes (taxonomic or nontaxonomic), memory performance is usually enhanced. Eighty-five kindergarten and first grade subjects were divided into three socioeconomic groupings and given two sort/recall...
Show moreDevelopmental and socioeconomic status (SES) differences in classificatfon styles indicate that young and low SES children are more likely to sort objects nontaxonomically whereas older and middle SES children are more likely to sort taxonomically. When children establish stable organizational schemes (taxonomic or nontaxonomic), memory performance is usually enhanced. Eighty-five kindergarten and first grade subjects were divided into three socioeconomic groupings and given two sort/recall tasks. For whites, recall was greater when subjects sorted to a criterion of two identical sorts than it was when they sorted only once, and white College subjects were more apt to sort the items taxonomically than were children of other SES groupings. No significant effects were found for blacks. Because the results revealed no consistent differences in performance as a function of SES, it was concluded that children of all SES levels can generate and use organizational schemes to guide retrieval.
Show less - Date Issued
- 1983
- PURL
- http://purl.flvc.org/fcla/dt/14147
- Subject Headings
- Memory in children, Cognition in children
- Format
- Document (PDF)
- 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.
Show less - Date Issued
- 1987
- PURL
- http://purl.flvc.org/fcla/dt/14363
- Subject Headings
- Memory in children--Psychological aspects
- Format
- Document (PDF)
