Categorization as a Preferred Memory Strategy: Developmental Changes During Elementary School

Second-, fourth-, and sixth-grade children (a) judged the relative effectiveness of four memory strategies (looking, naming, rehearsing, and categorizing) and (b) studied and recalled sets of stimuli. The order of tasks was counterbalanced within grade. All grades chose rehearsal and categorization...

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Bibliographic Details
Published in:Developmental psychology 1985-11, Vol.21 (6), p.1105-1110
Main Author: Justice, Elaine M
Format: Article
Language:English
Subjects:
Age Differences
Biological and medical sciences
Child development
Classification (Cognitive Process)
Developmental psychology
Fundamental and applied biological sciences. Psychology
Human
Memory
Practice
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
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Summary:Second-, fourth-, and sixth-grade children (a) judged the relative effectiveness of four memory strategies (looking, naming, rehearsing, and categorizing) and (b) studied and recalled sets of stimuli. The order of tasks was counterbalanced within grade. All grades chose rehearsal and categorization over looking or naming. Second graders in both conditions and fourth graders who did the memory tasks first judged rehearsal and categorization as equally effective. Fourth graders who made strategy judgments first and sixth graders in both conditions significantly preferred categorization over rehearsal. On the memory task, fourth graders who judged strategy effectiveness prior to doing the memory tasks recalled more than those doing the memory tasks first. There was no difference due to condition for the other two grades. Degree of strategic awareness was related to recall only for children who made the strategy judgments prior to doing the memory tasks.
ISSN:0012-1649
1939-0599
DOI:10.1037/0012-1649.21.6.1105