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ERIC Number: ED116772
Record Type: Non-Journal
Publication Date: 1975-Apr-11
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Developmental Changes in Constructive Memory Abilities.
Paris, Scott G.
This paper describes three studies designed to determine whether there are age-related differences in children's memory for implicit and explicit information in prose. In the first study, six experimental paragraphs were read individually to a total of 60 children in grades K-5. Each child was then asked four verbatim recall questions (specific adjectives and prepositions) and four inferential questions. The results indicated that the amount of both explicit and implicit information comprehended from the paragraphs increased with age. Due to a question about the saliency of adjectives and prepositions in sentences, the second study used verbatim recall questions with nouns and verbs. A total of 48 children in grades K, 2, and 4 participated in this study and were administered the same tasks as in the first study plus a delayed free recall task. The results showed specifically that the ability to draw and remember inferences improved with age. The third study used a cued recall paradigm to determine whether the spontaneity of inference drawing was related to age. A total of 48 children in grades 1, 3, and 5 heard action sentences with the instruments used stated explicitly in half of the sentences and only implied in the other half. They were then given a cued recall test which included the appropriate instrument nouns. Results suggested that children apply inferential operations more often and more effectively with increasing age. (JMB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: N/A