Children Have to Learn to Remember Successfully.

Autor/in	Lange, Garrett
Titel	Children Have to Learn to Remember Successfully.
Quelle	(1977), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Cognitive Processes; Developmental Stages; Elementary Education; Elementary School Students; Learning Processes; Memory; Pattern Recognition; Preschool Children; Recall (Psychology); Retention (Psychology); Study Habits; Success; Teaching Methods + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Elementarunterricht; Learning process; Lernprozess; Gedächtnis; Mustererkennung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Abberufung; Merkfähigkeit; Study behavior; Study behaviour; Studienverhalten; Erfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper discusses the memory abilities of children during the preschool and elementary school years, and states that successful remembering does not come naturally to children. Techniques parents and teachers can use to help children improve recall memory skills are described. Differences between recognition memory and recall memory are discussed and it is suggested that the forgetfulness of young children is due to their inability to recall rather than to their failure to recognize. Children's recall failures are attributed to their lack of planning and preparation for memory. Signs of memory planfulness are said to appear by age 7 or 8, and these signs are reinforced by school related expectations and demands. Requiring children to sort materials into appropriate groupings and ask meaningful questions about the things they study are cited as ways to improve children's recall memory. (CM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01