Literaturnachweis - Detailanzeige
| Autor/inn/en | Kron-Sperl, Veronica; Schneider, Wolfgang; Hasselhorn, Marcus |
|---|---|
| Titel | The Development and Effectiveness of Memory Strategies in Kindergarten and Elementary School: Findings from the Wurzburg and Gottingen Longitudinal Memory Studies |
| Quelle | In: Cognitive Development, 23 (2008) 1, S.79-104 (26 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0885-2014 |
| DOI | 10.1016/j.cogdev.2007.08.011 |
| Schlagwörter | Intervals; Semantics; Memory; Kindergarten; Longitudinal Studies; Grade 2; Verbal Communication; Foreign Countries; Measures (Individuals); Learning Strategies; Recall (Psychology); Germany |
| Abstract | This article reports findings of the Wurzburg and Gottingen Longitudinal Memory Studies, which focused on children's verbal memory development. The studies started with 102 (German) kindergarten children in Wurzburg and 86 second-graders in Gottingen who were tested on various memory measures, including sort-recall, memory capacity, metamemory, and verbal IQ. Assessments were repeated nine times, with adjacent measurement points separated by 6-month time intervals. The main goals of the studies concerned the assessment of utilization deficiencies during the course of strategy development, the analysis of factors influencing the effectiveness of strategy use, and the occurrence of multiple strategy use. Findings confirmed the outcome of previous longitudinal studies in that semantic organization strategies were not always accompanied by superior recall, but utilization deficiency problems were comparably rare. Strategy effectiveness was shown as being affected mainly by memory capacity and by children's tendency to engage in multiple strategy use. However, children did not start to apply multiple strategies effectively until the end of Grade 2. (Author). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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