The role of collaborative planning in children's source-monitoring errors and learning

Journal of Experimental Child Psychology

Volumn 81, Issue 1, 2002, Pages 44-73

  Ratner, Hilary Horn ^a,c   Foley, Mary Ann ^b   Gimpert, Nicole ^a  

^a WAYNE STATE UNIVERSITY   (United States)

^b SKIDMORE COLLEGE   (United States)

^c WAYNE STATE UNIVERSITY SCHOOL OF MEDICINE   (United States)

Author keywords

Collaboration; Internalization; Memory; Planning; Preschool; Private speech; Source monitoring

Indexed keywords

ARTICLE; CHILD; CHILD BEHAVIOR; COOPERATION; DECISION MAKING; EPIDEMIOLOGY; FEMALE; HUMAN; LEARNING; MALE; MEMORY; MODEL; PRESCHOOL CHILD; PSYCHOLOGICAL ASPECT; SCIENCE;

CHILD; CHILD BEHAVIOR; CHILD, PRESCHOOL; COOPERATIVE BEHAVIOR; FEMALE; HUMAN; JUDGMENT; KNOWLEDGE; LEARNING; MALE; MEMORY; MODELS, PSYCHOLOGICAL; SAMPLING STUDIES;

EID: 0036133905     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1006/jecp.2001.2643     Document Type: Article

References (64)

1. Ackerman, B. (1987). Descriptions: A model of nonstrategic memory development. In H. Reese (Ed.), Advances in child development and behavior (Vol. 20, pp. 143-183). Orlando, FL: Academic Press.
2. Baker-Ward, L., Hess, T., & Flanagan, D. (1990). The effects of involvement on children's memory for events. Cognitive Development, 5, 55-69.
3. Behrend, D., Rosengren, K., & Perlmutter, M. (1989). A new look at children's private speech: The effects of age, task difficulty, and parent presence. International Journal of Behavioral Development, 12, 305-320.
4. Bender, B., & Levin, J. (1976). Motor activity, anticipated motor activity, and young children's associative learning. Child Development, 47, 560-562.
5. Berk, L. (1986). Relationship of elementary school children's private speech to behavioral accompaniment to task, attention, and task performance. Developmental Psychology, 22, 671-680.
6. Berk, L. (1992). Private speech: An overview of theory and the status of research. In R. M. Diaz & L. E. Berk (Eds.), Private speech: From social interaction to self-regulation (pp. 17-53). Hillsdale, NJ: Erlbaum.
7. Bjorklund, D. F. (1997). The role of immaturity in human development. Psychological Bulletin, 122, 153-169.
8. Bos, M. C. (1937). Experimental study of productive collaboration. Acta Psychologica, 3, 315-426.
9. Brown, A. S., & Murphy, D. R. (1989). Cryptomnesia: Delineating inadvertent plagiarism. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 432-442
10. Ceci, S. J., & Bruck, M. (1993). The suggestibility of the child witness: An historical review and synthesis. Psychological Review, 113, 403-439.
11. Cox, B. (1997). Mathematics instruction and metamemory: Examples of too much and too little social intervention in the process of invention. In B. Cox & C. Lightfoot (Eds.), Sociogenetic perspectives on internalization (pp. 75-103). Mahwah, NJ: Erlbaum.
12. Cox, B., & Lightfoot, C. (Eds.). (1997). Sociogenetic perspectives on internalization. Mahwah, NJ: Erlbaum.
13. Diaz, R., Neal, C., & Vachio, A. (1991). Maternal teaching in the zone of proximal development: A comparison of low- and high-risk dyads. Merrill-Palmer Quarterly, 37, 83-107.
14. Flavell, J., Miller, P., & Miller, S. (1993). Cognitive development. Englewood Cliffs, NJ: Prentice Hall.
15. Foley, M. A., Johnson, M. K., & Raye, C. L. (1983). Age-related changes in confusion between memories for thoughts and memories for speech. Child Development, 54, 51-60.
16. Foley, M. A., & Ratner, H. H. (1996). Biases in children's memory for collaborative exchanges. In D. Hermann, M. K. Johnson, C. McEvoy, P. Hertel, & C. Hertzog (Eds.), Basic and applied memory research: Practical applications (pp. 257-268). Hillsdale, NJ: Erlbaum.
17. Foley, M. A., & Ratner, H. H. (1998). Children's recoding in memory for collaboration: A way of learning from others. Cognitive Development, 13, 91-108.
18. Foley, M. A., & Ratner, H. H. (2001). The role of action-based structures in activity memory. In H. D. Zimmer, M. Guynn, R. Cohen, J. Engelkamp, R. Kormi-Nouri, & M. Foley (Eds.), Memory for action: A distinct form of episodic memory? (pp. 112-135). New York: Oxford Univ. Press.
19. Foley, M. A., Ratner, H. H., & House, T. (2001). Anticipation and source-monitoring errors: Children's memory for collaborative activities. Unpublished manuscript, Skidmore College.
20. Foley, M. A., Ratner, H. H., & Passalacqua, C. (1993). Appropriating the actions of another: Implications for children's memory and learning. Cognitive Development, 8, 373-401.
21. Frauenglass, M. H., & Diaz, R. M. (1985). Self-regulatory functions of children's private speech: A critical analysis of recent challenges to Vygotsky's theory. Developmental Psychology, 21, 357-364.
22. Freund, L. (1990). Maternal regulation of children's problem-solving behavior and its impact on children's performance. Child Development, 61, 113-126.
23. Friedman, S., & Scholnick, E. (1997). An evolving "blueprint" for planning: Psychological requirements, task characteristics, and social-cultural influences. In S. Friedman & E. K. Scholnick (Eds.), The developmental psychology of planning (pp. 3-22). Mahwah, NJ: Erlbaum.
24. Gauvain, M., & Rogoff, B. (1989). Collaborative problem solving and children's planning skills. Developmental Psychology, 25, 139-151.
25. Haith, M. (1997). The development of future thinking as essential for the emergence of skill in planning. In S. Friedman & E. K. Scholnick (Eds.), The developmental psychology of planning (pp. 25-42). Mahwah, NJ: Erlbaum.
26. Johnson, M. K. (1992). MEM: Mechanisms of recollection. Journal of Cognitive Neuroscience, 4, 268-280.
27. Johnson, M. K., & Foley, M. A. (1984). Differentiating fact from fantasy: The reliability of children's memory. Journal of Social Issues, 40, 33-50.
28. Johnson, M. K., Hashtroudi, S., & Lindsay, D. S. (1993). Source monitoring. Psychological Bulletin, 114, 3-28.
29. Johnson, M. K., Raye, C. L., Foley, H. J., & Foley, M. A. (1981). Cognitive operations and decision biases in reality monitoring. American Journal of Psychology, 94, 37-64.
30. Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press.
31. Keenan, J. M., & Baillet, S. D. (1980). Memory for personally and socially significant events. In R. S. Nickerson (Ed.), Attention and performance (Vol. 8, pp. 651-699). Hillsdale, NJ: Erlbaum.
32. Keenan, J. M., Golding, J. M., & Brown, P. (1992). Factors controlling the advantage of self-reference over other-reference. Social Cognition, 10, 79-94.
33. Lawrence, J., & Valsiner, J. (1993). Conceptual roots of internalization: From transmission to transformation. Human Development, 36, 150-167.
34. Marsh, R. L., & Bower, G. H. (1993). Eliciting cryptomnesia: Unconscious plagiarism in a puzzle task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 673-688.
35. Marsh, R. L., & Landau, J. D. (1995). Item availability in cryptomnesia: Assessing its role in two paradigms of unconscious plagiarism. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 1568-1582.
36. Murachver, T., Pipe, M. E., Gordon, R., & Owens, J. L. (1996). Do, show, and tell: Children's event memories acquired through direct experience, observation, and stories. Child Development, 67, 3029-3044.
37. Nelson, K. (1973). Some evidence for the cognitive primacy of categorization and its functional basis. Merrill-Palmer Quarterly, 19, 21-39.
38. Nelson, K. (1996). Language in cognitive development: The emergence of the mediated mind. New York: Cambridge Univ. Press.
39. Newman, D. (1986). The role of mutual knowledge in the development of perspective taking. Developmental Review, 6, 122-145.
40. Oliveira, Z. (1997). The concept of role and the discussion of the internalization process. In B. Cox & C. Lightfoot (Eds.), Sociogenetic perspectives on internalization (pp. 105-118). Mahwah, NJ: Erlbaum.
41. Palincsar, A., & Herrenkohl, L. (1999). Designing collaborative contexts: Lessons from three research programs. In A. O'Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 151-177). Mahwah, NJ: Erlbaum.
42. Piaget, J. (1932). The moral judgment of the child. London: Routledge & Kegan Paul.
43. Poole, D., & Lindsay, D. S. (1995). Interviewing preschoolers: Effects of nonsuggestive techniques, parental coaching, and leading questions on reports of nonexperienced events. Journal of Experimental Child Psychology, 60, 129-154.
44. Radziszewska, B., & Rogoff, B. (1988). Influence of adult and peer collaborators on the development of children's planning skills. Developmental Psychology, 24, 840-848.
45. Radziszewska, B., & Rogoff, B. (1991). Children's guided participation in planning imaginary errands with skilled adult or peer partners. Developmental Psychology, 27, 381-389.
46. Ratner, H. H., & Foley, M. A. (1994). A unifying framework for the development of children's activity memory. Advances in Child Development and Behavior, 25, 33-105.
47. Ratner, H. H., Foley, M. A., & Gimpert, N. (2000). Person perspectives on children's learning and memory: What do source-monitoring failures reveal? In K. Roberts & M. Blades (Eds.), Children's source monitoring (pp. 85-114). Mahwah, NJ: Erlbaum.
48. Ratner, H. H., Foley, M. A., & McCaskill, P. (2001). Understanding children's activity memory: The role of outcomes. Journal of Experimental Child Psychology, 79, 162-191.
49. Raye, C. L., Johnson, M. K., & Taylor, T. T. (1980). Is there something special about memory for internally generated information? Memory and Cognition, 8, 141-148.
50. Roberts, K., & Blades, M. (Eds.). (2000). Children's source monitoring. Mahwah, NJ: Erlbaum.
51. Rogers, T. B., Kuiper, N. A., & Kirker, W. S. (1977). Self-reference and the encoding of personal information. Journal of Personality and Social Psychology, 35, 677-688.
52. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford Univ. Press.
53. Rogoff, B. (1998). Cognition as a collaborative process. In D. Kuhn & R. Siegler (Eds.), Cognition, perception, and language (Vol. 2, pp. 679-744). New York: Wiley.
54. Schneider, W., & Pressley, M. (1989). Memory development between 2 and 20. New York: Springer-Verlag.
55. Siegler, R. (1995). How does change occur? A microgenetic study of number conservation. Cognitive Psychology, 28, 225-273.
56. Tomasello, M., Kruger, A. C., & Ratner, H. H. (1993). Cultural learning. Behavioral and Brain Science, 16, 495-552.
57. Triandis, H. (1994). Culture and social behavior. New York: McGraw-Hill.
58. Tudge, J. (1997). Internalization, externalization, and joint-carving: Commenting from an ecological perspective. In B. Cox & C. Lightfoot (Eds.), Sociogenetic perspectives on internalization (pp. 119-131). Mahwah, NJ: Erlbaum.
59. Tulving, E., & Thompson, D. M. (1973). Encoding specificity and retrieval processes in episodic memory. Psychological Review, 80, 352-373.
60. Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press. (Original work published 1934).
61. Vygotsky, L. (1981). The instrumental method in psychology. In J. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 134-143). Armonk, NY: Sharpe.
62. Vygotsky, L. (1998). The collected works of L. S. Vygotsky, Vol. 5: Child psychology. New York: Plenum.
63. Wertsch, J., & Stone, C. A. (1985). The concept of internalization in Vygotsky's account of the genesis of higher mental functions. In J. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 162-179). New York: Cambridge Univ. Press.
64. Wood, D., Wood, H., & Middleton, D. (1978). An experimental evaluation of four face-to-face teaching strategies. International Journal of Behavioral Development, 2, 131-147.