When You've Seen One, Have You Seen Them All? Children's Memory for General and Specific Learning Episodes

Autor/inn/en	Riggs, Anne E.; Kalish, Charles W.; Alibali, Martha W.
Titel	When You've Seen One, Have You Seen Them All? Children's Memory for General and Specific Learning Episodes
Quelle	In: Developmental Psychology, 50 (2014) 6, S.1653-1659 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0036130
Schlagwörter	Preschool Children; Young Children; Memory; Coding; Cues; Learning Processes; Classification; Recall (Psychology); Task Analysis; Language; Age Differences; Child Development; Hypothesis Testing; Statistical Analysis + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit; Gedächtnis; Codierung; Programmierung; Stichwort; Learning process; Lernprozess; Classification system; Klassifikation; Klassifikationssystem; Abberufung; Aufgabenanalyse; Languages; Sprache; Age; Difference; Age difference; Altersunterschied; Kindesentwicklung; Hypothesenprüfung; Hypothesentest; Statistische Analyse
Abstract	In any learning situation, children must decide the level of generality with which to encode information. Cues to generality may affect children's memory for different components of a learning episode. In this research, we investigated whether 1 cue to generality, generic language, affects children's memory for information about social categories and specific individuals. In Study 1, preschool-aged children (n = 40), but not school-aged children (n = 40), remembered generic properties more often than analogous, nongeneric properties but remembered the individual category exemplars associated with nongeneric properties more often than those associated with generic properties. In Study 2, school-aged children (n = 26) did not show differential memory for generic and nongeneric learning episodes, even when task demands were increased. Additionally, both younger and older children generalized generic properties significantly more than nongeneric properties. These findings reflect an early understanding of the category relevance of generics and suggest that the effect of generic language on memory declines over development. However, generic language has a consistent and powerful influence on children's within-category generalization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01