ERIC Number: ED282636
Record Type: RIE
Publication Date: 1987-Apr
Reference Count: 0
The Development of Coordinated and Sequenced Study Activities.
Moely, Barbara E.; And Others
Second- and fifth-grade students were videotaped as they carried out two different free recall tasks that were designed so that several strategies could be used in coordination to produce optimal performance. In an interview immediately following recall performance, each child was asked to describe his or her study activities. The interview included metamemory questions and a "stimulated recall" procedure in which each child watched a videotape of his or her study behavior. As in previous research, children in the younger group showed limited use of organization and self-testing, the most helpful strategies. Older children not only employed those strategies, but also reported appropriate sequencing and relatively complex coordinations of these and other study activities. Among the older children only, organization of items into groups was supplemented by organization or study of items within groups in a task in which items could be grouped conceptually. In recall of relatively unrelated words, older children were more likely than younger to coordinate several organizational cues. In response to feedback gained through self-testing, older children reported changes or elaborations of study, as well as continuation of previously used study activities. It is expected that this description of spontaneously developed study activities will be useful for future educational interventions. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
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).