Developmental Changes in the Effects of Instructions on Production-Deficient Children

First- and third-grade children were tested under 6 different instruction conditions which varied in how explicitly they cued a rehearsal strategy in a self-paced sequential-memory task. The type of strategy adopted was monitored with study time and overt verbalization measures. Instructions to eith...

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Bibliographic Details
Published in:Child development 1977-09, Vol.48 (3), p.1019-1026
Main Authors: Bray, Norman W., Justice, Elaine M., Ferguson, Robert P., Simon, Deborah L.
Format: Article
Language:English
Subjects:
Adopted children
Age groups
Children
Elementary school students
Experimentation
Memory
Mnemonics
Rehearsal
Rehearsal techniques
Verbalization
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Summary:First- and third-grade children were tested under 6 different instruction conditions which varied in how explicitly they cued a rehearsal strategy in a self-paced sequential-memory task. The type of strategy adopted was monitored with study time and overt verbalization measures. Instructions to either look, remember, label, or say the picture names over and over did not prime the use of cumulative rehearsal. Modeling of cumulative rehearsal was necessary for the younger children, whereas cumulative-rehearsal instructions were sufficient for the older children. Since both age groups were production deficient on this task, the results illustrate that production deficiencies are not all-or-none phenomena and that they are dependent on particular task conditions.
ISSN:0009-3920
1467-8624
DOI:10.2307/1128354