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Direct linkCandice C. Morey; Angela M. AuBuchon; Meg Attwood; Thomas Castelain; Nelson Cowan; Davide Crepaldi; Emilie Fjerdingstad; Eivor Fredriksen; Chris Jarrold; Chris Koch; Jaroslaw R. Lelonkiewicz; Gary Lupyan; Whitney Mendenhall; David Moreau; Christina Schonberg; Christian K. Tamnes; Haley Vlach; Emily M. Elliott – Journal of Cognition and Development, 2025
Though verbal rehearsal is a frequently endorsed strategy for remembering short lists among adults, there is ambiguity around when children deploy it, and what circumstantial factors encourage them to rehearse. We recoded data from a recent multilab replication of a serial picture memory task in which children were observed for evidence of…
Descriptors: Elementary School Students, Recall (Psychology), Learning Processes, Priming
A Field Experiment on Mnemonic and Conceptual Understanding among Chinese Elementary School Students
Kitty K. Y. Tsang; Shui-fong Lam – Chinese Education & Society, 2025
This study compared the effectiveness of two encoding strategies (peg system vs. conceptual understanding) on serial learning. Sixty Chinese 5th graders from a primary school in Hong Kong participated in training on the two strategies in two consecutive weeks. While half of the students learned peg system in the first week and conceptual…
Descriptors: Foreign Countries, Mnemonics, Elementary School Teachers, Grade 5
Morey, Candice C.; Mareva, Silvana; Lelonkiewicz, Jaroslaw R.; Chevalier, Nicolas – Developmental Science, 2018
The emergence of strategic verbal rehearsal at around 7 years of age is widely considered a major milestone in descriptions of the development of short-term memory across childhood. Likewise, rehearsal is believed by many to be a crucial factor in explaining why memory improves with age. This apparent qualitative shift in mnemonic processes has…
Descriptors: Eye Movements, Mnemonics, Child Development, Qualitative Research
Peer reviewedSiegel, Alexander W.; And Others – Child Development, 1976
The spatial and temporal components of a serial position recall task were experimentally manipulated in a study using kindergarten, first grade, and second grade children to determine the factors involved in the primacy effect. (BRT)
Descriptors: Memory, Mnemonics, Primacy Effect, Primary Education
Download full textBell, John A. – 1974
The effects of modeled and instructed rehearsal on serial recall and semicovert rehearsal were evaluated for kindergarten, second-and fourth-grade children following baseline levels for both modeling and instruction groups. Groups observing a model rehearsal rehearsed more than groups observing a silent model. A quadratic relationship was found…
Descriptors: Behavioral Science Research, Elementary School Students, Learning Theories, Mnemonics
Peer reviewedBaltes, Paul B.; Kliegl, Reinhold – Developmental Psychology, 1992
Tested the ability of 19 older adults, given additional training in a mental imagination technique, to approach the performance of 16 younger adults on serial word recall tasks. Results indicated that negative age differences in older adults' performance were substantial, resistant to extensive practice, and applicable to all subjects. (BC)
Descriptors: Age Differences, Cognitive Development, Encoding (Psychology), Foreign Countries
Levin, Joel R.; And Others – Educational Communication and Technology: A Journal of Theory, Research, and Development, 1983
Students learned the numerical order of 14 U.S. Presidents through either a complex mnemonic strategy or their own technique. Performance pattern differences were detected between the groups, chiefly serial position profiles produced by those using their own techniques, and slower response time of subjects using mnemonic strategies. (Author/MBR)
Descriptors: Junior High School Students, Junior High Schools, Learning Processes, Learning Strategies
Reese, Hayne W. – 1970
A skilled cognitive theorist might help behaviorists resolve inconsistencies found from their experimentation with imaginal mnemonics in paired-associate and serial learning tasks. Iconic cognition which relegates verbal processes to short-term storage and output systems is inadequate to explain the verbal coding and elaboration processes…
Descriptors: Age Differences, Children, Cognitive Processes, Conditioning
