Verbal labeling, rehearsal, and short-term memory

Abstract

The effects of verbal labeling in a serial position short-term memory (STM) task were investigated in two studies. In the first, 32 children at each of the grades 4, 6, and 8 were tested. In the second, 40 college students were tested. The stimuli consisted of eight cards with a central and an incidental picture on each. Half of the subjects overtly labeled the central pictures as they were presented; half did not. In Study I there were eight trials; in Study II there were additional trials in which stimuli contained only the central pictures. In Study I labeling did not affect overall performance; in Study II labeling was found to decrease performance significantly. For both studies labeling had differential effects at the primacy and recency portions of the serial-position data. There was no effect of one versus two stimuli per card in Study II. The findings were discussed in terms of issues concerning verbal mediation and rehearsal strategies. A developmental model for the processes involved in serial-position STM was presented.