ERIC Number: ED281644
Record Type: RIE
Publication Date: 1987-Apr
Reference Count: 0
Remembering Actions: An Analysis of the Sources of Children's Confusions.
Foley, Mary Ann; Aman, Christine
Involving children 7 and 10 years of age, two experiments aimed to clarify the basis of children's confusion about actions they performed and actions they imagined performing. In experiment 1, subjects were assigned to one of three conditions, each involving two different types of tracing exercises. Children traced simple or complex pictures by choosing to use either a pencil or a finger, a stylus or a finger, or a pencil or a stylus, thereby gaining differing amounts of kinesthetic and visual feedback in the different conditions. Results indicated that discrimination scores measuring memory for type of activity were not just another measure of picture recognition. Children were not equally confused about any two types of activities performed. They were least confused when they performed with a pencil. Experiment 2 tested the implication that differences in the degree of confusion between memories of tracing and imagining depend on the tool involved. Children using a pencil were expected to be less confused than others about what they traced and what they imagined tracing. Results indicated that children were least confused about tracing and imagining when they used a pencil. Children were not uniformly more confused about memories involving imagination. In general, results suggest that the content of memory is very important for discrimination performance. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Baltimore, MD, April 23-26, 1987).