Path Analysis Tests of Theoretical Models of Children's Memory Performance

Path analysis was used to test theoretical models of relations among variables known to predict differences in children's memory-strategies, capacity, and metamemory. Children in kindergarten to fourth grade (chronological ages 5 to 11) performed different memory tasks. Several strategies (i.e....

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Bibliographic Details
Published in:Journal of cognition and development 2004-01, Vol.5 (4), p.461-492
Main Authors: DeMarie, Darlene, Miller, Patricia H., Ferron, John, Cunningham, Walter R.
Format: Article
Language:English
Subjects:
Children
Foreign Countries
Germany
Grade 1
Grade 2
Grade 3
Grade 4
Kindergarten
Laboratories
Memory
Path Analysis
Performance Based Assessment
Predictor Variables
Statistical Analysis
Video Technology
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Summary:Path analysis was used to test theoretical models of relations among variables known to predict differences in children's memory-strategies, capacity, and metamemory. Children in kindergarten to fourth grade (chronological ages 5 to 11) performed different memory tasks. Several strategies (i.e., sorting, clustering, rehearsal, and self-testing) were coded from videotapes and their average number of different strategies served as the strategy variable. Memory span and task-specific metamemory tasks served as the capacity and metamemory variables, respectively. The W�rzburg Model, derived from laboratories in Germany, had a significant chi-square statistic. The more successful Utilization Deficiency Model had a nonsignificant chi-square statistic and accounted for 48% of the variance in recall. Additional support for the Utilization Deficiency Model was evident from the significant path coefficients, which suggested that metamemory drives the production of strategies and that both metamemory and capacity constrain or enhance the effectiveness of those strategies.
ISSN:1524-8372
1532-7647
DOI:10.1207/s15327647jcd0504_4