Rehearsal and Organizational Processes in Children's Memory

Facilitating eyewitness memory in adults and children with context reinstatement and focused meditation

“…This may be due to developmental limitations or task demands; i.e. children were perhaps not as able as adults to articulate their answers efficiently and accurately and, consequently, failed to provide the levels of detail and accuracy that would have enabled them to produce responses on a par with those provided by adults (Douglas, 1996;Orstein & Naus, 1978). Nevertheless, no differences were noted between the groups in terms of the number of correct responses produced on closed questions.…”

“…Previous research using the CI has suggested that, because of developmental limitations in memory, cognitive task demands, and limitations in linguistic skills and communication ability, children may not fare as well as adults when using memory enhancement techniques; they may produce fewer correct answers, and be more susceptible to confabulation and false confidence effects (Douglas, 1996;List, 1986;Orstein & Naus, 1978;Roberts, 1996); hence, it was expected that adults would perform better than children overall. No consideration was given to gender differences with respect to the effects of the procedures, as it was deemed that there was insufficient reason detailed within the literature to warrant the consideration of this factor.…”

Working Memory Underpins Cognitive Development, Learning, and Education

“…This has led to accounts of working memory improvement based on an increased rate of covert verbal rehearsal (Hulme & Tordoff, 1989) or increased rate of attentional refreshing (Barrouillet, Gavens, Vergauwe, Gaillard, & Camos, 2009; Camos & Barrouillet, 2011). At the lower end of childhood, it has been suggested on the basis of various evidence that young children do not rehearse at all (Flavell, Beach, & Chinsky, 1966; Garrity, 1975; Henry, 1991) or do not rehearse in a sufficiently sophisticated manner that is needed to assist in recall (Ornstein & Naus, 1978). When rehearsal aloud is required, the result suggest that the most recently rehearsed items are recalled best (Tan & Ward, 2000).…”

“…For example, a sophisticated rehearsal strategy for free recall of a list involves a rehearsal method that is cumulative. If the first word on the list is a cow, the second is a fish, and the third a stone, one ideally should rehearse cumulatively: cow…cow, fish….cow, fish, stone … and so on (Ornstein & Naus, 1978). Cowan, Saults, Winterowd, and Sherk (1991) showed that young children did not carry out cumulative rehearsal the way older children do and could not easily be trained to do so, but that their memory improved when cumulative rehearsal was overtly supported by cumulative presentation of stimuli.…”

Relations between children’s metamemory and strategic performance: Time-varying covariates in early elementary school

“…Simply put, there are dramatic changes during this time period in what children do when confronted with tasks that involve remembering, as can be revealed in their use of organizational (e.g. Lange, 1978), rehearsal (e.g., Ornstein & Naus, 1978), and elaboration (e.g., Rohwer, 1973) strategies. Moreover, as can readily be illustrated with children’s deployment of organizational techniques, to a considerable extent these changes involve learning to make deliberate use of information that is already known in the service of a memory goal.…”