A Developmental Study of a Free Recall Learning Strategy.

Autor/inn/en	Newman, Murray A.; Newman, Yvonne N.
Titel	A Developmental Study of a Free Recall Learning Strategy.
Quelle	(1974), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adults; Cognitive Processes; Educational Research; Elementary Education; Learning; Learning Processes; Learning Theories; Preschool Children; Recall (Psychology) + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Lernen; Learning process; Lernprozess; Learning theory; Lerntheorie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Abberufung
Abstract	The purposes of this study were to examine priority of recall of newly learned items (PRNI) from a developmental standpoint and to investigate whether preschool children are capable of using the attentional strategy employed by adults in free recall learning (FRL) of new items. In the first experiment the PRNI effect was examined from a developmental standpoint, using 160 subjects selected from middle-class settings and evenly divided on the basis of age into four groups: preschool, second grade, sixth grade, and adult. Two lists of unrelated words were constructed for each age group and presented orally at a one-second rate with a one-second interval between words. Subjects were allowed unlimited time for free oral recall. In the second experiment 20 males and 20 females with an average age of 4.7 were used as subjects. The procedures were the same as in the first experiment, with one exception. The subjects were instructed on how to use a PRNI strategy. The findings indicated an absence of PRNI at the preschool level and the presence of PRNI at the elementary and adult levels. Also, the fact that the amount of PRNI is related to age is supportive of the idea PRNI reflects the use of a relatively sophisticated learning strategy. (WR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01