1973
DOI: 10.1037/h0034329
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Release from proactive interference with young children.

Abstract: The fact that a child knows a certain verbal relationship does not imply that this knowledge will be spontaneously employed in encoding verbal material. For example, while secondgrade children may understand connotative meaning, they might not encode rapidly presented items along a good-bad dimension. In fact, Cermak, Sagotsky, and Moshier (1972) modified Wickens' (1970) release-from-proactive-interference technique for use with children and concluded that encoding along an evaluative dimension develops after … Show more

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Cited by 6 publications
(2 citation statements)
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“…Although the category information in the present experiment was very salient for both the third and sixth graders, only the older children used this information to facilitate their retrieval of information from short-term memory through the use of a nonexhaustive search strategy. Thus, although the release-from-proactiveinterference literature (e.g., Cann et al, 1973) suggests that young children use highly salient category information to modify their encoding of short lists, third graders do not use this information in retrieving items from short-term memory.…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…Although the category information in the present experiment was very salient for both the third and sixth graders, only the older children used this information to facilitate their retrieval of information from short-term memory through the use of a nonexhaustive search strategy. Thus, although the release-from-proactiveinterference literature (e.g., Cann et al, 1973) suggests that young children use highly salient category information to modify their encoding of short lists, third graders do not use this information in retrieving items from short-term memory.…”
Section: Discussionmentioning
confidence: 99%
“…Under what conditions will young children spontaneously use categorical information to facilitate memory performance? The release-from-proactive-interference literature (e.g., Cann, Liberty, Shafto, & Ornstein, 1973;Kail & Schroll, 1974) can be interpreted as suggesting that under conditions of high category salience and short list lengths, young children are able to use category information to affect recall performance. However, since this work was designed to document the dimensions along which material is encoded, little insight is provided into the way in which young children use categorical information to affect retrieval from short-term memory.…”
mentioning
confidence: 99%