Instructional and Contextual Effects on External Memory Strategy Use in Young Children

Journal of Experimental Child Psychology

Volumn 67, Issue 2, 1997, Pages 204-222

  Fletcher, Kathryn L ^b   Bray, Norman W ^a  

^a UNIVERSITY OF ALABAMA AT BIRMINGHAM   (United States)

^b UNIVERSITY OF MIAMI   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; ATTENTION; CHILD; CHILD DEVELOPMENT; CONTROL; FEMALE; HUMAN; LONG TERM MEMORY; MALE; ORIENTATION; PRESCHOOL CHILD; PROBLEM SOLVING; RECALL; SOCIAL ENVIRONMENT; SPEECH PERCEPTION;

ATTENTION; CHILD; CHILD DEVELOPMENT; CHILD, PRESCHOOL; FEMALE; HUMANS; INTERNAL-EXTERNAL CONTROL; MALE; MENTAL RECALL; ORIENTATION; PROBLEM SOLVING; RETENTION (PSYCHOLOGY); SOCIAL ENVIRONMENT; SPEECH PERCEPTION;

EID: 0031279220     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1006/jecp.1997.2403     Document Type: Article

References (39)

1. Anumolu, V., Bray, N. W., & Reilly, K. D. (1996). Neural network models of strategy development in children. Neural Networks, 10, 7-24.
2. Baker-Ward, L., Ornstein, P. A., & Holden, D. J. (1984). The expression of memorization in early childhood. Journal of Experimental Child Psychology, 37, 555-575.
3. Bjorklund, D. F., & Coyle, T. R. (1995). Utilization deficiencies in the development of memory strategies. In F. E. Weinert & W. Schneider (Eds.), Memory performance and competencies: Issues in growth and development (pp. 161-180). Hillsdale, NJ: Erlbaum.
4. Bjorklund, D. F., Coyle, T. R., & Gaultney, J. F. (1992). Developmental differences in the acquisition and maintenance of an organizational strategy: Evidence for the utilization deficiency hypothesis. Journal of Experimental Child Psychology, 54, 434-448.
5. Bjorklund, D. F., & Harnishfeger, K. K. (1987). Developmental differences in mental effort requirements for the use of an organizational strategy in free recall. Journal of Experimental Child Psychology, 44, 109-125.
6. Bjorklund, D. F., Ornstein, P. A., & Haig, J. R. (1977). Development of organization and recall: Training in the use of organizational techniques. Developmental Psychology, 13, 175-183.
7. Bjorklund, D. F., Schneider, W., Cassel, W. S., & Ashley, E. (1994). Training and extension of a memory strategy: Evidence for utilization deficiencies in the acquisition of an organizational strategy in high- and low-IQ children. Child Development, 65, 951-965.
8. Bray, N. W., Fletcher, K. L., & Turner, L. A. (1997). Cognitive competencies and strategy use in individuals with mild retardation. In W. E. MacLean Jr. (Ed.) Handbook of mental deficiency, psychological theory and research (3rd ed., pp. 197-217). Hillsdale, NJ: Erlbaum.
9. Bray, N. W., Reilly, K. D., Fletcher, K. L., Huffman, L. F., Grupe, L. A., Villa, M. F., & Anumolu, V. (in press). Memory competencies and deficiencies: A conceptual framework and the potential of connectionist models. In S. Soraci & W. McIlvane (Eds.), Perspectives on fundamental processes in intellectual functioning. New York: Ablex.
10. Bray, N. W., Saarnio, D. A., Borges, L. M., & Hawk, L. W. (1994). Intellectual and developmental differences in external memory strategies. American Journal on Mental Retardation, 99, 19-31.
11. Case, R. (1992). The mind's staircase: Exploring the conceptual underpinnings of children's thought and knowledge. Hillsdale, NJ: Erlbaum.
12. Coyle, T. R., & Bjorklund, D. F. (1995). The development of strategic memory: A modified microgenetic assessment of utilization deficiencies. Cognitive Development, 11, 295-314.
13. DeLoache, J. (1989). The development of representation in young children. In H. Reese (Ed.), Advances in child development and behavior (Vol. 22, pp 1-39). New York: Academic Press.
14. DeLoache, J. (1991). Symbolic functioning in very young children: Understanding of pictures and models. Child Development, 62, 736-752.
15. DeMarie-Dreblow, D. & Miller, P. H. (1988). The development of children's strategies for selection attention: Evidence for a transitional period. Child Development, 59, 1504-1513.
16. Fletcher, K. L., & Bray, N. W. (1995). External and verbal strategies in children with and without mental retardation. American Journal on Mental Retardation, 99, 363-375.
17. Fletcher, K. L. & Bray, N. W. (1996). External memory strategy use in young children. Merrill-Palmer Quarterly, 42, 379-396.
18. Fletcher, K. L., Bray, N. W., Hawk, T. J., & Ward, J. L. (March 1994). The use of models and verbal prompts in support of external strategies in children with mental retardation. Paper presented at the Gatlinburg Conference on Mental Retardation, Gatlinburg, TN.
19. Greene, T. R. (1989). Children's understanding of class inclusion hierarchies: The relationship between external representations and task performance. Journal of Experimental Child Psychology, 48, 62-89.
20. Greene, T. R. (1991). Text manipulations influence children's understanding of class inclusion hierarchies. Journal of Experimental Child Psychology, 52, 354-374.
21. Guttentag, R. E. (1984). The mental effort requirement of cumulative rehearsal: A developmental study. Journal of Experimental Child Psychology, 18, 92-106.
22. Halford, G. S. (1993). Children's understanding: The development of mental models. Hillsdale, NJ: Erlbaum.
23. Karmiloff-Smith, A. (1979). Micro- and macrodevelopmental changes in language acquisition and other representational systems. Cognitive Science, 3, 91-118.
24. Kee, D. W., & Davies, L. (1990). Mental effort and elaboration: Effects of accessibility and instruction. Journal of Experimental Child Psychology, 49, 264-274.
25. Kirsh, D., & Maglio, P. (1994). On distinguishing epistemic from pragmatic action. Cognitive Science, 18, 513-549.
26. McGilly, K., & Siegler, R. S. (1990). The influence of encoding strategic knowledge on children's choices among serial recall strategies. Developmental Psychology, 26, 931-941.
27. Miller, P. H., & Aloise-Young, P. A. (1995). Preschoolers' strategic behavior and performance on a same-different task. Journal of Experimental Child Psychology, 60, 284-303.
28. Miller, P. H., & Seier, W. L. (1994). Strategy utilization deficiencies in children: When, where, and why. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 25, pp. 108-156). San Diego: Academic Press.
29. Miller, P. H., Seier, W. L., Probert, J. S., & Aloise, P. A. (1991). Age differences in the capacity demands of a strategy among spontaneously strategic children. Journal of Experimental Child Psychology, 52, 149-165.
30. Miller, P. H., Woody-Ramsey, J., & Aloise, P. A. (1991). The effect of strategy effortfulness on strategy effectiveness. Developmental Psychology, 27, 738-745.
31. Pears, R., & Bryant, P. E. (1990). Transitive inferences by young children about spatial position. British Journal of Psychology, 81, 497-510.
32. Rogoff, B. (1990). Apprenticeship in thinking. New York: Oxford Univ. Press.
33. Schiff, A. R., & Knopf, I. J. (1985). The effects of task demands on attention allocation in children of different ages. Child Development, 56, 621-630.
34. Schneider, W., & Sodian, B. (1988). Metamemory-memory behavior relationships in young children: Evidence from a memory-for-location task. Journal of Experimental Child Psychology, 45, 209-233.
35. Siegler, R. S. (1996a). Emerging minds: The process of change in children's thinking. New York: Oxford Univ. Press.
36. Siegler, R. S. (1996b). Unidimensional thinking, multidimensional thinking, and characteristic tendencies of thought. In A. J. Sameroff & M. M. Haith (Eds.), The five to seven year shift: The age of reason and responsibility (pp. 63-84). Chicago: Univ. of Chicago Press.
37. Seigler, R. S., & Jenkins, E. (1989). How children discover new strategies. Hillsdale, NJ: Erl-baum.
38. Whittaker, S., McShane, J., & Dunn, D. (1985). The development of cueing strategies in young children. British Journal of Developmental Psychology, 3, 153-161.
39. Woody-Ramsey, J., & Miller, P. H. (1988). The facilitation of selective attention in youngers. Child Development, 59, 1497-1503.