The Effect of Instruction with Relational and Item-Specific Elaborative Strategies on Young Children's Organization and Free Recall.

Dick, Malcolm B.; Engle, Randall W.

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Peer reviewed

ERIC Number: EJ301756

Record Type: Journal

Publication Date: 1984

Pages: N/A

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The Effect of Instruction with Relational and Item-Specific Elaborative Strategies on Young Children's Organization and Free Recall.

Dick, Malcolm B.; Engle, Randall W.

Journal of Experimental Child Psychology, v37 n2 p282-302 Apr 1984

A total of 160 second-grade children were assigned on the basis of a free-recall pretest to four instructional conditions and were given a series of lists of pictures for free recall. Results focused on different levels of recall displayed by experimental and control groups. (Author/CI)

Descriptors: Cognitive Processes, Elementary School Students, Learning Strategies, Memorization, Performance Factors, Pictorial Stimuli, Pretests Posttests, Primary Education, Recall (Psychology), Semantics, Training

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A