Learning the functional significance of mnemonic actions: A microgenetic study of strategy acquisition
dc.contributor.author | Paris, Scott G. | en_US |
dc.contributor.author | Newman, Richard S. | en_US |
dc.contributor.author | McVey, Kelly A. | en_US |
dc.date.accessioned | 2006-04-07T17:45:58Z | |
dc.date.available | 2006-04-07T17:45:58Z | |
dc.date.issued | 1982-12 | en_US |
dc.identifier.citation | Paris, Scott G., Newman, Richard S., McVey, Kelly A. (1982/12)."Learning the functional significance of mnemonic actions: A microgenetic study of strategy acquisition." Journal of Experimental Child Psychology 34(3): 490-509. <http://hdl.handle.net/2027.42/23793> | en_US |
dc.identifier.uri | http://www.sciencedirect.com/science/article/B6WJ9-4D6YVTR-P/2/95bb5ec68bfaed005bfd74cc29e1d615 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/23793 | |
dc.description.abstract | How children learn to use memory strategies in a microgenetic investigation of learning and metacognition is examined. Seven- and eight-year-olds were given two memory trials with 24 pictures on each of 5 consecutive days. Days 1 and 2 were baseline, practice trials; Day 3 included strategy training; and Days 4 and 5 were unprompted tests of strategy maintenance. All children were taught how to label, rehearse, and group the pictures as well as to self-test their own memories and use blocked recall. Half of the children were shown the actions and told to do them; the other half received elaborated feedback on the usefulness and appropriateness of the techniques for remembering. The elaborated instructional group exhibited significantly greater recall, clustering, strategic study behavior, and metamemory regarding the mnemonic techniques than the other group. Path analysis provided evidence of a causal role of training and metacognitive awareness that mediated the use of sorting and higher recall. The study illustrates how learning the significance and utility of mnemonic techniques can influence children's acquisition of the tactics as self-controlled strategies. In addition, the microgenetic method affords patterns of data across time and experience that permit richer interpretations of strategy learning and memory development. | en_US |
dc.format.extent | 1366031 bytes | |
dc.format.extent | 3118 bytes | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | text/plain | |
dc.language.iso | en_US | |
dc.publisher | Elsevier | en_US |
dc.title | Learning the functional significance of mnemonic actions: A microgenetic study of strategy acquisition | en_US |
dc.type | Article | en_US |
dc.rights.robots | IndexNoFollow | en_US |
dc.subject.hlbsecondlevel | Social Work | en_US |
dc.subject.hlbsecondlevel | Psychology | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | University of Michigan, USA | en_US |
dc.contributor.affiliationum | University of Michigan, USA | en_US |
dc.contributor.affiliationum | University of Michigan, USA | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/23793/1/0000031.pdf | en_US |
dc.identifier.doi | http://dx.doi.org/10.1016/0022-0965(82)90073-X | en_US |
dc.identifier.source | Journal of Experimental Child Psychology | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
Files in this item
Remediation of Harmful Language
The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.
Accessibility
If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.