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ERIC Number: ED204003
Record Type: RIE
Publication Date: 1981-Apr
Pages: 13
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Constructive Memory in Different Populations.
Kee, Daniel W.; And Others
Two experiments were conducted to evaluate children's retention of premise and inference information from short stories. Thirty-two low-socioeconomic status (SES) black and 25 middle-SES white children (all 4th graders) served as subjects. The children were read nine short stories, each comprised of two premise statements and a filler sentence. The children were then tested by a recognition procedure involving 36 randomly presented test sentences. Four sentences (presenting true premise, false premise, true inference, and false inference) were associated with each story. Following a 60-second distractor task, subjects in the first experiment were asked to make yes/no recognition decisions based on whether the test sentence was identical to a sentence presented during the original reading of the stories. Consistent with the constructive (integrative) view oF memory, middle-SES white children made few errors, except for true inference test sentences. Low-SES black children also had a high error rate for true inference items. It was suggested, however, that this outcome may not reflect integrative memory because they also had a high error rate for false inference items. Subjects in the second experiment were asked to make yes/no recognition decisions based on whether the test sentence was semantically congruent with original story content. Analysis of corrected recognition scores indicated that middle-SES white children retained more premise information than low-SES black children. However, the populations were equivalent in their retention of inference information. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Inference Skills
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Boston, MA, April 2-5, 1981). Best copy available.