Literaturnachweis - Detailanzeige
| Autor/inn/en | Schneider, Wolfgang; Kron, Veronika; Hunnerkopf, Michael; Krajewski, Kristin |
|---|---|
| Titel | The Development of Young Children's Memory Strategies: First Findings from the Wurzburg Longitudinal Memory Study |
| Quelle | In: Journal of Experimental Child Psychology, 88 (2004) 2, S.193-209 (17 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0965 |
| DOI | 10.1016/j.jecp.2004.02.004 |
| Schlagwörter | Kindergarten; Young Children; Short Term Memory; Verbal Development; Recall (Psychology); Longitudinal Studies; Metacognition; Measures (Individuals); Learning Strategies |
| Abstract | This article reports the first findings of the Wurzburg Longitudinal Memory Study, which focuses on children's verbal memory development, particularly the acquisition of memory strategies. At the beginning of the study, 100 kindergarten children (mean age 6-and-1/2 years) were tested on various memory measures, including sort--recall, text recall, short-term memory capacity, and metamemory. Assessments were repeated twice, with adjacent measurement points separated by 6-month time intervals. One major goal of the initial phase of the study concerned the exploration of the utilization deficiency phenomenon, which refers to the fact that young children who spontaneously use a memory strategy for the first time do not experience immediate memory benefits. Results obtained for the sort--recall task showed that, among those children who acquired a sorting strategy between Times 1 and 2, only a small proportion experienced the utilization deficiency problem. Additional analyses demonstrated that these few children also performed more poorly on the short-term memory tasks and the text recall measure when compared with the groups of efficient strategy users, suggesting that utilization deficiency is accompanied by a more general memory capacity problem. Overall, the findings revealed enormous variability in the early acquisition of memory strategies, indicating that the utilization deficiency phenomenon might not be as frequent as is assumed in the relevant literature. (Author). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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