The Best Way to Remember Is...: The Development of Strategic Awareness during Elementary School.

Autor/in	Justice, Elaine M.
Titel	The Best Way to Remember Is...: The Development of Strategic Awareness during Elementary School.
Quelle	(1984), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classification; Cognitive Development; Elementary Education; Elementary School Students; Grade 2; Grade 4; Grade 6; Learning Strategies; Memory; Mnemonics + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Kognitive Entwicklung; Elementarunterricht; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Gedächtnis; Mnemotechnik
Abstract	Developmental changes leading to mature judgments of the relative effectiveness of verbal memory strategies were examined in 60 subjects (20 each from second-, fourth-, and sixth-grade classrooms). Subjects viewed videotapes of a female child who was given the task of remembering a set of categorizable pictures. Demonstrations of four memory strategies (grouping, repeating, naming, and looking) were made. Following these demonstrations, 24 pairs of strategies were presented for paired comparison judgments. Subsequently, subjects were administered memory tasks involving picture stimuli from four taxonomic categories. Subjects were told to remember the pictures in the way that would help them remember best. Half the children in each grade first made strategy judgments and then performed the memory tasks; the order was reversed for the remaining half. Results indicated that second graders showed no significant preference for grouping over rehearsal. Fourth graders chose grouping over rehearsal as being most effective. Sixth graders demonstrated a clear preference for the grouping strategy. This increasing strategic awareness was also reflected in developmental increases in individual strategic awareness scores. Thus, although some awareness of the benefits of a categorization strategy may be evident as early as first grade, understanding of the relative benefits of categorization over rehearsal appears to develop during elementary school. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC