Motivational influences on children's strategic remembering

Memory Development from Early Childhood Through Emerging Adulthood

“…Levels of organization in terms of both sorting and clustering increased with age and were accompanied by increases in recall (see also Corsale and Ornstein 1980;Hasselhorn 1992). 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).…”

Knowledge accessibility, achievement goals, and memory strategy maintenance

“…The association between accessibility and task difficulty seems to be supported by results from several studies about the effects of accessibility on strategic functioning and its efficacy in various memory tasks such as the paired associate learning (e.g. Guttentag & Lange, 1994; Kee & Davies, 1990) or categorizable items recall tasks (e.g. Best & Ornstein, 1986; Bjorklund & Buchanan, 1989; Rabinowitz, 1988).…”

A developmental framework for memory rehabilitation in children

“…In order for rehabilitation to be effective, interest must be maintained and tangible rewards may be required to enhance motivation [84]. Guttentag and Lange [85] found that extrinsic motivation, i.e. provision of rewards, had a measurable influence on children's strategy usage.…”