Temporal Organization in Children's Strategy Formation

Journal of Experimental Child Psychology

Volumn 70, Issue 3, 1998, Pages 187-206

  Hock, Howard S ^a   Park, Cynthia L ^b   Bjorklund, David F ^b  

^a FLORIDA ATLANTIC UNIVERSITY   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; CHILD DEVELOPMENT; COGNITION; FEMALE; HUMAN; LEARNING; MALE; PHYSIOLOGY; RECALL; TIME;

CHILD; CHILD DEVELOPMENT; COGNITION; FEMALE; HUMANS; LEARNING; MALE; MENTAL RECALL; TIME FACTORS;

EID: 0032161283     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1006/jecp.1998.2457     Document Type: Article

References (14)

1. 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). Mahwah, NJ: Erlbaum.
2. Bjorklund, D. F., & de Marchena, M. R. (1984). Developmental shifts in the basis of organization in memory: The role of associative versus categorical relatedness in children's free-recall. Child Development, 55, 952-962.
3. Bjorklund, D. F., & Douglas, R. N. (1997). The development of memory strategies. In N. Cowan (Ed.), The development of memory in childhood (pp. 201-246). London: London University College Press.
4. Bjorklund, D. F., & Hock, H. S. (1982). Age differences in the temporal locus of memory organization in children's recall. Journal of Experimental Child Psychology, 33, 347-362.
5. Coyle, T. R., & Bjorklund, D. F. (1997). Age differences in, and consequences of, multiple- and variable strategy use on a multitrial sort-recall task. Developmental Psychology, 33, 372-380.
6. Frankel, M. T., & Rollins, H. A. (1985). Associative and categorical hypotheses of organization in the free recall of adults and children. Journal of Experimental Child Psychology, 40, 304-318.
7. Lange, G. W. (1973). The development of conceptual and rote recall skills among school age children. Journal of Experimental Child Psychology, 15, 394-407.
8. Lange, G., MacKinnon, C. E., & Nida, R. E. (1989). Knowledge, strategy, and motivational contributions to preschool children's object recall. Developmental Psychology, 25, 772-779.
9. 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). New York: Academic Press.
10. Schneider, W., & Pressley, M. (1997). Memory development between two and twenty. Mahwah, NJ: Erlbaum.
11. Schneider, W. (1986). The role of conceptual knowledge and metamemory in the development of organizational processes in memory. Journal of Experimental Child Psychology, 42, 218-236.
12. Schneider, W., & Bjorklund, D. F. (1997). Memory. In D. Kuhn & R. S. Siegler (Eds.), Handbook of child psychology: Cognitive, language, and perceptual development (pp. 467-521). New York: Wiley.
13. Siegler, R. S. (1996). Emerging minds. New York: Oxford University Press.
14. Wellman, H. M., Ritter, K., & Flavell, J. H. (1975). Deliberate memory behavior in the delayed reactions of very young children. Developmental Psychology, 11, 780-787.