Developmental Trends in the Abstraction and Recall of Relevant versus Irrelevant Thematic Information from Connected Verbal Materials

Christie, Daniel J.; Schumacher, Gary M.

doi:10.1111/j.1467-8624.1975.tb03358.x

Cited by 23 publications

(17 citation statements)

References 1 publication

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“…Christie and Schumacher (1975) replicated Korman's study (cited by Yendovitskaya, 1971). Young children were able to produce essential text information (i.e., the logical, core sequence of a story) but did not recall the details of the main events.…”

Section: Relationship Between Visual and Verbal-looical Memoriessupporting

confidence: 74%

Memory Development Between 2 and 20

Schneider¹,

Pressley²

1989

Springer Series in Cognitive Development

310

261

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Section: Relationship Between Visual and Verbal-looical Memoriessupporting

confidence: 74%

Memory Development Between 2 and 20

Schneider¹,

Pressley²

1989

Springer Series in Cognitive Development

310

261

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“…Even children as young as third grade are sensitive to several degrees of importance and, therefore, are able to extract relevant information from texts . Below this age there is some evidence that children extract thematically relevant information (Christie & Schumacher, 1975;Korman, quoted by Yendovitskaya, 1971), although their sensitivity to fine levels of importance has not been assessed. The ability to concentrate on main events to the exclusion of nonessential material is a basic cognitive process essential for all comprehension activities, whether in the context of listening or of reading.…”

Section: Center For the Study Of Readingmentioning

confidence: 99%

Recall of thematically relevant material by adolescent good and poor readers as a function of written versus oral presentation.

Smiley¹,

Oakley²,

Worthen³

et al. 1977

Journal of Educational Psychology

199

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Good and poor readers drawn from seventh-grade classes read one prose passage and listened to a second one. They were tested, following each passage, for comprehension and recall of that passage. Under both reading and listening conditions, good readers recalled a greater proportion of the stories, and the likelihood of their recalling a particular unit was a clear function of the unit's structural importance; poor readers recalled less of the stories, and their recall protocols were not as clearly related to variations in structural importance. Performance following reading was significantly correlated (r = .85) with performance following listening.The results indicate that poor readers suffer from a general comprehension deficit, and that similar processes are involved in reading and listening comprehension.

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“…Clearly, there is some evidence suggesting that children as young as five years of age retain the essential features of meaningful prose materials and apparently without deliberate strategies. Christie and Schumacher (1975), for example, presented to kindergarten, second, and fifth grade children a prose passage consisting of sentences that were relevant or logically related to the main theme. The passage also contained an equal number of thematically irrelevant sentences which were interspersed randomly among the relevant sentences.…”

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confidence: 99%

Memory for Prose: Development of Mnemonic Strategies and Use of Higher Order Relations

Christie

Schumacher

1978

Journal of Reading Behavior

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Abstract. The study sought to determine (a) if age-related increases in memory for prose are, in part, due to deliberate mnemonic strategies, and (b) if older children use the high order relations in prose more efficiently than younger children. Tape-recorded passages were presented to 40 first and 40 fourth grade children. To induce deliberate mnemonic strategies, half of the children from each grade were informed that there would be a memory task; the rest were not told. Additionally, half of the children from each grade were presented contextual information which made the high order relations in prose apparent; the remaining children were not presented contextual information. After passage presentation, each child was asked to reconstruct the story. The analysis of variance indicated that older but not younger children exhibited higher reconstruction scores if they were told versus not told about the memory task. These results suggest that older children engaged in deliberate strategies. Additionally, reconstruction scores were higher if contextual information was presented than withheld. Apparently if contextual information is available, older as well as younger children efficiently retain the analysis of the high order relations extracted from prose.The American literature on memory development is replete with studies indicating that memory development is, in part, due to the development of deliberate mnemonic strategies (Meacham, 1972). While this conception of a This investigation is based on a doctoral dissertation submitted to Ohio University by the first author and supervised by the second author. The

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Developmental Trends in the Abstraction and Recall of Relevant versus Irrelevant Thematic Information from Connected Verbal Materials

Cited by 23 publications

References 1 publication

Memory Development Between 2 and 20

Memory Development Between 2 and 20

Recall of thematically relevant material by adolescent good and poor readers as a function of written versus oral presentation.

Memory for Prose: Development of Mnemonic Strategies and Use of Higher Order Relations

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