ERIC Number: ED186106
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
Does Active Rehearsal Improve Young Children's Recall?
This study investigates different methods of increasing children's use of active rehearsal in recall, and the extent to which this active rehearsal improves their recall. Seven groups of second grade children and one group of adults were asked to memorize a list of everyday words in four study-test trials. Two of the groups of children were given differing amounts of time for rehearsal (5 sec. vs. 10 sec. inter-item intervals) with covered (not visible) items; two other groups were given differing amounts of time for rehearsal with all items visible during rehearsal. One of the groups of children heard a tape of adults actively rehearsing, another of the groups heard a tape of children rehearsing; and one of the groups of children and the group of adults were given spontaneous rehearsal instructions. It was found that all the conditions designed to increase rehearsal activity did so, with the most effective condition consisting of extra time (10 sec. interval) plus visible items. Allowing extra time to rehearse and making the items visible both improved primacy recall. Children asked to rehearse actively with extra time and items visible recalled no differently than adults did under spontaneous rehearsal conditions. Letting children listen to rehearsal generated by others seemed to be ineffective in improving recall. (SS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Instructional Set; Rehearsal (Memory); Rehearsal Strategies
Note: Paper presented at the Biennial Southeastern Conference on Human Development (6th, Alexandria, VA, April 17-19, 1980).