Loading…
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...
Saved in:
| Published in: | Child development 1977-09, Vol.48 (3), p.1019-1026 |
|---|---|
| Main Authors: | , , , |
| Format: | Article |
| Language: | English |
| Subjects: | |
| Citations: | Items that cite this one |
| Online Access: | Get full text |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| cited_by | cdi_FETCH-LOGICAL-c243t-5d52be0c3501e0eaa7beed62efb0b25b4753a30e315ca1e26a0d753a67a392743 |
|---|---|
| cites | |
| container_end_page | 1026 |
| container_issue | 3 |
| container_start_page | 1019 |
| container_title | Child development |
| container_volume | 48 |
| creator | Bray, Norman W. Justice, Elaine M. Ferguson, Robert P. Simon, Deborah L. |
| description | 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. |
| doi_str_mv | 10.2307/1128354 |
| format | article |
| fullrecord | <record><control><sourceid>jstor_proqu</sourceid><recordid>TN_cdi_proquest_miscellaneous_58081766</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><jstor_id>1128354</jstor_id><sourcerecordid>1128354</sourcerecordid><originalsourceid>FETCH-LOGICAL-c243t-5d52be0c3501e0eaa7beed62efb0b25b4753a30e315ca1e26a0d753a67a392743</originalsourceid><addsrcrecordid>eNp1kF9LwzAUxYMoOKf4FQqKPlXzp0naR9mmDgb64J5Dmt66ji6ZSSr47c3ongSfLufyu4d7DkLXBD9QhuUjIbRkvDhBE1IImZeCFqdogjGuclZRfI4uQtgmSUXFJmg9h2_o3X4HNuo-m220_YSQdTaLG8gWbQsmhsy12dKG6AcTO2eTttm7d80o8zm0nemSQTrv-saDvURnre4DXB3nFK2fFx-z13z19rKcPa1yQwsWc95wWgM2jGMCGLSWNUAjKLQ1rimvC8mZZhgY4UYToELj5rASUqcosmBTdDf67r37GiBEteuCgb7XFtwQFC9xSaQQCbz5A27d4G36TRFaCcp5mVqbovuRMt6F4KFVe9_ttP9RBKtDuepYbiJvR3IbovP_Yr99yHZO</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1296255828</pqid></control><display><type>article</type><title>Developmental Changes in the Effects of Instructions on Production-Deficient Children</title><source>EBSCOhost MLA International Bibliography With Full Text</source><source>JSTOR Archival Journals and Primary Sources Collection</source><source>Linguistics and Language Behavior Abstracts (LLBA)</source><creator>Bray, Norman W. ; Justice, Elaine M. ; Ferguson, Robert P. ; Simon, Deborah L.</creator><creatorcontrib>Bray, Norman W. ; Justice, Elaine M. ; Ferguson, Robert P. ; Simon, Deborah L.</creatorcontrib><description>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.</description><identifier>ISSN: 0009-3920</identifier><identifier>EISSN: 1467-8624</identifier><identifier>DOI: 10.2307/1128354</identifier><identifier>CODEN: CHDEAW</identifier><language>eng</language><publisher>Chicago, etc: University of Chicago Press</publisher><subject>Adopted children ; Age groups ; Children ; Elementary school students ; Experimentation ; Memory ; Mnemonics ; Rehearsal ; Rehearsal techniques ; Verbalization</subject><ispartof>Child development, 1977-09, Vol.48 (3), p.1019-1026</ispartof><rights>Copyright 1977 The Society for Research in Child Development, Inc.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c243t-5d52be0c3501e0eaa7beed62efb0b25b4753a30e315ca1e26a0d753a67a392743</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/1128354$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/1128354$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,27924,27925,31270,58238,58471</link.rule.ids></links><search><creatorcontrib>Bray, Norman W.</creatorcontrib><creatorcontrib>Justice, Elaine M.</creatorcontrib><creatorcontrib>Ferguson, Robert P.</creatorcontrib><creatorcontrib>Simon, Deborah L.</creatorcontrib><title>Developmental Changes in the Effects of Instructions on Production-Deficient Children</title><title>Child development</title><description>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.</description><subject>Adopted children</subject><subject>Age groups</subject><subject>Children</subject><subject>Elementary school students</subject><subject>Experimentation</subject><subject>Memory</subject><subject>Mnemonics</subject><subject>Rehearsal</subject><subject>Rehearsal techniques</subject><subject>Verbalization</subject><issn>0009-3920</issn><issn>1467-8624</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1977</creationdate><recordtype>article</recordtype><sourceid>7T9</sourceid><recordid>eNp1kF9LwzAUxYMoOKf4FQqKPlXzp0naR9mmDgb64J5Dmt66ji6ZSSr47c3ongSfLufyu4d7DkLXBD9QhuUjIbRkvDhBE1IImZeCFqdogjGuclZRfI4uQtgmSUXFJmg9h2_o3X4HNuo-m220_YSQdTaLG8gWbQsmhsy12dKG6AcTO2eTttm7d80o8zm0nemSQTrv-saDvURnre4DXB3nFK2fFx-z13z19rKcPa1yQwsWc95wWgM2jGMCGLSWNUAjKLQ1rimvC8mZZhgY4UYToELj5rASUqcosmBTdDf67r37GiBEteuCgb7XFtwQFC9xSaQQCbz5A27d4G36TRFaCcp5mVqbovuRMt6F4KFVe9_ttP9RBKtDuepYbiJvR3IbovP_Yr99yHZO</recordid><startdate>19770901</startdate><enddate>19770901</enddate><creator>Bray, Norman W.</creator><creator>Justice, Elaine M.</creator><creator>Ferguson, Robert P.</creator><creator>Simon, Deborah L.</creator><general>University of Chicago Press</general><general>University of Chicago Press for the Society for Research in Child Development, etc</general><scope>AAYXX</scope><scope>CITATION</scope><scope>FIXVA</scope><scope>FKUCP</scope><scope>IOIBA</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7T9</scope></search><sort><creationdate>19770901</creationdate><title>Developmental Changes in the Effects of Instructions on Production-Deficient Children</title><author>Bray, Norman W. ; Justice, Elaine M. ; Ferguson, Robert P. ; Simon, Deborah L.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c243t-5d52be0c3501e0eaa7beed62efb0b25b4753a30e315ca1e26a0d753a67a392743</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1977</creationdate><topic>Adopted children</topic><topic>Age groups</topic><topic>Children</topic><topic>Elementary school students</topic><topic>Experimentation</topic><topic>Memory</topic><topic>Mnemonics</topic><topic>Rehearsal</topic><topic>Rehearsal techniques</topic><topic>Verbalization</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Bray, Norman W.</creatorcontrib><creatorcontrib>Justice, Elaine M.</creatorcontrib><creatorcontrib>Ferguson, Robert P.</creatorcontrib><creatorcontrib>Simon, Deborah L.</creatorcontrib><collection>CrossRef</collection><collection>Periodicals Index Online Segment 03</collection><collection>Periodicals Index Online Segment 04</collection><collection>Periodicals Index Online Segment 29</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access & Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access & Build (Plan A) - APAC</collection><collection>Primary Sources Access & Build (Plan A) - Canada</collection><collection>Primary Sources Access & Build (Plan A) - West</collection><collection>Primary Sources Access & Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - Midwest</collection><collection>Primary Sources Access & Build (Plan A) - North Central</collection><collection>Primary Sources Access & Build (Plan A) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>Child development</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Bray, Norman W.</au><au>Justice, Elaine M.</au><au>Ferguson, Robert P.</au><au>Simon, Deborah L.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Developmental Changes in the Effects of Instructions on Production-Deficient Children</atitle><jtitle>Child development</jtitle><date>1977-09-01</date><risdate>1977</risdate><volume>48</volume><issue>3</issue><spage>1019</spage><epage>1026</epage><pages>1019-1026</pages><issn>0009-3920</issn><eissn>1467-8624</eissn><coden>CHDEAW</coden><abstract>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.</abstract><cop>Chicago, etc</cop><pub>University of Chicago Press</pub><doi>10.2307/1128354</doi><tpages>8</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0009-3920 |
| ispartof | Child development, 1977-09, Vol.48 (3), p.1019-1026 |
| issn | 0009-3920 1467-8624 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_58081766 |
| source | EBSCOhost MLA International Bibliography With Full Text; JSTOR Archival Journals and Primary Sources Collection; Linguistics and Language Behavior Abstracts (LLBA) |
| subjects | Adopted children Age groups Children Elementary school students Experimentation Memory Mnemonics Rehearsal Rehearsal techniques Verbalization |
| title | Developmental Changes in the Effects of Instructions on Production-Deficient Children |
| url | http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-26T22%3A07%3A48IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Developmental%20Changes%20in%20the%20Effects%20of%20Instructions%20on%20Production-Deficient%20Children&rft.jtitle=Child%20development&rft.au=Bray,%20Norman%20W.&rft.date=1977-09-01&rft.volume=48&rft.issue=3&rft.spage=1019&rft.epage=1026&rft.pages=1019-1026&rft.issn=0009-3920&rft.eissn=1467-8624&rft.coden=CHDEAW&rft_id=info:doi/10.2307/1128354&rft_dat=%3Cjstor_proqu%3E1128354%3C/jstor_proqu%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c243t-5d52be0c3501e0eaa7beed62efb0b25b4753a30e315ca1e26a0d753a67a392743%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=1296255828&rft_id=info:pmid/&rft_jstor_id=1128354&rfr_iscdi=true |