ERIC Number: EJ823503
Record Type: Journal
Publication Date: 2008-Nov
Abstractor: As Provided
Reference Count: 0
Linking Teachers' Memory-Relevant Language and the Development of Children's Memory Skills
Coffman, Jennifer L.; Ornstein, Peter A.; McCall, Laura E.; Curran, Patrick J.
Developmental Psychology, v44 n6 p1640-1654 Nov 2008
This longitudinal study was designed to (a) examine changes in children's deliberate memory across the 1st grade; (b) characterize the memory-relevant aspects of their classrooms; and (c) explore linkages between the children's performance and the language their teachers use in instruction. To explore contextual factors that may facilitate the development of skills for remembering, 107 first graders were assessed 3 times with a broad set of tasks, while extensive observations were made in the 14 classrooms from which these children were sampled. When the participating teachers were classified as high or low in terms of their "mnemonic orientation," in part on the basis of their use of metacognitive information and requests for deliberate remembering during instruction in language arts and mathematics, differences were observed in the use of mnemonic techniques by the children in their classes. By the end of the year, the children drawn from these 2 groups of classrooms differed in their spontaneous use of simple behavioral strategies for remembering and in their response to training in more complex verbally based mnemonic techniques.
Descriptors: Memory, Grade 1, Mnemonics, Teaching Methods, Learning Strategies, Longitudinal Studies, Language Usage, Teacher Student Relationship, Classroom Communication, Metacognition, Language Arts, Mathematics Instruction
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: email@example.com; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Authoring Institution: N/A