Long-term maintenance of organizational strategies in kindergarten children

Carr, Martha; Schneider, Wolfgang

doi:10.1016/0361-476x(91)90006-7

Cited by 24 publications

(17 citation statements)

References 25 publications

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“…Overall, levels of recall and strategy use were higher for older children and for typical items as compared with atypical category exemplars. Although this research indicated that even 4-year-olds engage in strategic behavior, the 4-year-olds did not benefit as much from strategy training as the older children (see also Carr and Schneider 1991).…”

Section: What Develops Earlier: Encoding or Retrieval Strategies?mentioning

confidence: 73%

“…Studies have also provided evidence that 199 young children (preschoolers and kindergarteners) can be easily trained to use an organizational strategy with corresponding improvements in recall (e.g., Black and Rollins 1982;Guttentag and Lange 1994;Lange and Pierce 1992). Even preschoolers have been found to use organizational strategies and to demonstrate enhanced levels of recall when instructions are modified to emphasize the importance of grouping according to the meaning of items (e.g., Lange and Jackson 1974;Sodian et al 1986) or when the children are explicitly trained to use organizational strategies (e.g., Carr and Schneider 1991;Lange and Pierce 1992). As emphasized by Bjorklund et al (2009), the organizational abilities of preschoolers, kindergarteners, and young schoolchildren resemble their rehearsal abilities in that the children demonstrate a production deficiency.…”

Section: Organizational Strategiesmentioning

confidence: 99%

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Memory Development from Early Childhood Through Emerging Adulthood

Schneider

2015

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Section: What Develops Earlier: Encoding or Retrieval Strategies?mentioning

confidence: 73%

Section: Organizational Strategiesmentioning

confidence: 99%

Memory Development from Early Childhood Through Emerging Adulthood

Schneider

2015

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“…Although former research showed that categorization and recall tasks could be used successfully with young children (e.g. Carr and Schneider, 1991), the training did not influence the performance on the task. This shut the door to a sound evaluation of the effect of emotional insecurity on learning behaviour in this study.…”

Section: Implications and Limitationsmentioning

confidence: 79%

Does well‐being contribute to performance? Emotional security, teacher support and learning behaviour in kindergarten

Koomen

Leeuwen

Leij

2004

Infant and Child Development

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In this study, we examined relations between kindergartner's emotional security, task involvement and achievement and teacher's supportive presence in a cognitive training setting, in which the familiarity of the teacher was varied. Participants were 48 kindergarten children (mean age ¼ 51:65 months); 16 children were trained by their regular teacher (experimental group 1), 16 by a less familiar teacher (experimental group 2) and 16 received no training (control group). In three training sessions, children worked in pairs on a new categorization and recall task. Trained observers rated children's emotional insecurity and task involvement and teacher's supportive presence. Furthermore, spontaneous recall during the training was assessed. In addition, categorization and spontaneous recall was measured in various test sessions. Children's emotional insecurity during training negatively affected involvement. Involvement on its turn positively influenced spontaneous recall during training. In addition, emotional insecurity had a direct negative effect on spontaneous recall in a test situation. No effect of familiarity or supportive presence of the teacher on emotional security was found. Training conditions did not affect test performances. Findings suggest that children's involvement is important for learning and that experiences of emotional insecurity may negatively affect task involvement, test performance and eventually school achievement. Teachers in general seem capable of providing children with some sense of security.

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“…Children with smaller spatial working-memory capacity were expected to make limited progress as a result of repeated practice as their workspace for constructing relational representations is assumed to be more limited (Halford et al, 2010). Those who had received training, however, were expected to subsequently demonstrate a higher rate of progress (Carr & Schneider, 1991;Halford et al, 2010;Morrison, Doumas, & Richland, 2011). The rationale behind this hypothesis was that dynamic testing was expected to alleviate any working-memory limitation by breaking down the analogical reasoning process into small steps that can be processed serially and by providing relational knowledge (Halford et al, 2010;Morrison et al, 2011).…”

mentioning

confidence: 99%

Progression paths in children’s problem solving: The influence of dynamic testing, initial variability, and working memory

Resing

Bakker

Pronk

et al. 2017

Journal of Experimental Child Psychology

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Progression paths in children's problem solving:The influence of dynamic testing, initial variability and working-memory AbstractThe current study investigated developmental trajectories of analogical reasoning performance of 104 7-to-8-year-old children. We employed a microgenetic research method and multilevel analysis to examine the influence of several background variables and experimental treatment on the children's developmental trajectories. Our participants were divided into two treatment groups: repeated practice alone and repeated practice with training. Each child received an initial working-memory assessment, and was subsequently asked to solve figural analogies on each of several sessions. We examined children's analogical problem-solving behavior and their subsequent verbal accounts of their employed solving processes. We also investigated the influence of verbal and visual-spatial working-memory capacity and initial variability in strategyuse on analogical reasoning development. Results indicated that children in both treatment groups improved but gains were greater for those who had received training. Training also reduced the influence of children's initial variability in the use of analogical strategies with the degree of improvement in reasoning largely unrelated to working memory capacity. Findings from this study demonstrate the value of a microgenetic research method and the use of multilevel analysis to examine inter-and intra-individual change in problem-solving processes.

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Long-term maintenance of organizational strategies in kindergarten children

Cited by 24 publications

References 25 publications

Memory Development from Early Childhood Through Emerging Adulthood

Memory Development from Early Childhood Through Emerging Adulthood

Does well‐being contribute to performance? Emotional security, teacher support and learning behaviour in kindergarten

Progression paths in children’s problem solving: The influence of dynamic testing, initial variability, and working memory

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