Utilization of Retrieval Cues by Children in Recall

Kobasigawa, Akira

doi:10.2307/1127758

Cited by 136 publications

(34 citation statements)

References 9 publications

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“…This cued recall condition was added to assess children's recall and clustering behavior after the categorical relationships among the items had been made explicit and the optimal retrieval structure was thus available. However, it should be noted that this condition was similar to the "directive cue" condition used by Kobasigawa (1974), where Ss were directed to recall all items from one category before proceeding to the next. Superior performance was expected for cued recall as opposed to serial recall for both age groups based on the effectiveness of categorical retrieval structures compared with serial search and reconstruction processes.…”

Section: Methodsmentioning

confidence: 99%

The emergence of strategic knowledge activation in categorical clustering during retrieval

Hasselhorn

1990

Journal of Experimental Child Psychology

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Section: Methodsmentioning

confidence: 99%

The emergence of strategic knowledge activation in categorical clustering during retrieval

Hasselhorn

1990

Journal of Experimental Child Psychology

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“…In contrast to the fifth graders, the first graders showed poor clustering and were hardly aware of how they managed to retrieve the names. Similarly, Kobasigawa (1974) and Ackerman (1996) showed that young children fail to use retrieval cues and retrieval strategies. In fact, memory processes involving a higher amount of controlled processes appear to develop later than those involving a lower amount (Haberlandt, 1999).…”

mentioning

confidence: 96%

Intact retrieval inhibition in children’s episodic recall

Zellner

Bäuml

2005

Memory & Cognition

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Young children are assumed to be inefficient inhibitors in a number of cognitive tasks. In two experiments, we examined whether such deficits extend to children's episodic recall. We used two inhibition paradigms: retrieval-induced forgetting, the detrimental effect of retrieval practice with a subset of learned items on recall of the unpracticed items, and part-list cuing, the detrimental effect of the presentation of a subset of learned items on recall of the remaining items. In both experiments, the inhibitory effects were compared across three age groups: first or second graders, fourth graders, and young adults. The two children groups showed the same amounts of retrieval-induced forgetting and part-list cuing as the adult group, pointing to intact retrieval inhibition in young children's episodic recall. These results parallel very recent results on older adults' episodic recall, suggesting that both retrieval-induced forgetting and part-list cuing develop early in life and remain intact for the greater part of the lifespan.

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“…For example, those 4-year-old children who received explicit instruction "to put those toys together that go together" before a study period recalled significantly more to-be-remembered objects than children who were in a play-in-remember condition (Sodian, et al, 1986). Moreover, it has been also found that providing category cues at the time of retrieval improves children's recall performance substantially (Kobasigawa, 1974;Sodian, et al, 1986). Therefore, it was not surprising that maternal emphasis on categorical relations among items both at the time of encoding and later at retrieval was positively related to children's recall.…”

Section: Discussionmentioning

confidence: 99%

“…Previous research on young children's memory development has reported that the most difficult task for young children is to access stored information from long-term memory rather than to encode it in the first place (Howe, Brainerd, & Kingma, 1985). A number of studies demonstrated that under highly supportive retrieval conditions, when directive cues were provided, young children were able to recall as much information about the stimuli as older children (e.g., Kee & Bell, 1981;Kobasigawa, 1974).In the present investigation, mothers' behavior was assessed during the study and recall phases of a memory task. What mothers did when helping their children to study the to-be-remembered items and later to recall them independently predicted children's memory performance.…”

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confidence: 99%

Maternal provision of structure in a deliberate memory task in relation to their preschool children’s recall

Larkina

Güler

Kleinknecht

et al. 2008

Journal of Experimental Child Psychology

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Strategic remembering emerges gradually during the preschool years. Socialization practices, specifically mother-child social interactions, might provide the foundation for developing of skills necessary for effective organization of information in memory. In the present study, 48 mothers and their 40-month-old children were engaged in the process of remembering (i.e., study and recall) categorically related picture stimuli in a laboratory context. Children's recall was reliably predicted by the way mothers structured both the study and recall periods of the deliberate memory task. Specifically, maternal verbal and physical behaviors that focused on organization of items, such as sorting items into distinct groups or providing the name of a category, were most beneficial in supporting children's memory. Moreover, some mothers employed a number of different mnemonic techniques that emphasized categorical connections among items, suggesting systematic approaches in the manner in which mothers help children learn effective ways of remembering. Keywordspreschoolers' memory; maternal support; memory development; socialization of memory; strategic remembering; sort-recall taskThe emergence and development of a number of cognitive skills are facilitated by social interactions between children and parents (or other more competent partners). The critical role of parent-child interactions has been documented in such diverse domains as language (e.g., Farrar, 1990;Hoff, 2006), problem solving (Garton, 2004, Rogoff & Gardner, 1984, and memory, especially children's autobiographical memory skills (Fivush, Haden, & Reese, 2006;Nelson & Fivush, 2004). According to the sociocultural perspective formulated by Vygotsky (1978), development of children's cognitive abilities takes place in social context: parents, who constitute one such context, provide support and structure of activities that contribute to children's developmental outcome. In the present research, we examined relations between mothers' structuring of a deliberate memory task and the memory performance of their 3-year-old children.The conceptualization for the present study was strongly influenced by research that emphasizes and provides evidence for social origins of autobiographical or personal memory. Autobiographical memory researchers have established that variations in the quality and Correspondence may be addressed to Marina Larkina, Psychology Department, Emory University, 532 Kilgo Circle, Atlanta, GA 30322, USA; 404.712.8330 (phone); 404.727.0372 (fax); mlarki2@emory.edu.. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the jou...

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Utilization of Retrieval Cues by Children in Recall

Cited by 136 publications

References 9 publications

The emergence of strategic knowledge activation in categorical clustering during retrieval

The emergence of strategic knowledge activation in categorical clustering during retrieval

Intact retrieval inhibition in children’s episodic recall

Maternal provision of structure in a deliberate memory task in relation to their preschool children’s recall

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