The Emergence of Strategic Knowledge Activation in Categorical Clustering during Retrieval.

Autor/in	Hasselhorn, Marcus
Titel	The Emergence of Strategic Knowledge Activation in Categorical Clustering during Retrieval.
Quelle	In: Journal of experimental child psychology, 50 (1990) 1, S. 59-80 PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/0022-0965(90)90032-4
URN	urn:nbn:de:0111-opus-28535
Schlagwörter	Wissen; Empirische Untersuchung; Experimentelle Psychologie; Gedächtnis; Kinderpsychologie; Kognitive Entwicklung; Kognitive Entwicklungspsychologie; Schuljahr 02; Schuljahr 04; Grundschule; Schulkind; Wissenserwerb; Wissenspsychologie; Kategorie
Abstract	Elementary school children's free recall clustering has recently been explained as an automatic by-product of their developing knowledge base. In contrast, it is claimed that as children get older they become aware of the usefulness of category organization as a memory strategy that enables them to strategically activate category knowledge even during retrieval. To test this hypothesis an experimental procedure was developed where Ss first had to learn items in a noncategorical order to the criterion of two perfect serial recall trials. After a 12- to 15-min retention interval Ss unexpectedly received either serial or free recall (or-in Experiment 1-cued recall) instructions. In three experiments with second and fourth graders it was shown that (1) fourth graders' recall exceeded that of second graders only in the free, but not in the serial (or cued), recall condition, (2) higher levels of clustering were observed for fourth graders in the free recall condition, and (3) the grade effect on free recall data was eliminated when the influence of metamemory and categorical clustering statistically was partialled out (Experiments 1 and 3). This pattern of results proved robust against variants in which a metamemory question was asked or omitted prior to recall (Experiment 2) and manipulations in which age differences in categorical knowledge were minimized (Experiment 3). The results were interpreted as demonstrating fourth graders' strategic competence in activating category knowledge during retrieval and second graders' automatic knowledge activation. (DIPF/ Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/3