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Children’s Use of Memory Strategies Under Instruction

Chapter
Part of the Springer Series in Cognitive Development book series (SSCOG)

Abstract

This chapter is concerned with training procedures for the acquisition and generalization of learning and memory strategies during the early and middle childhood years. The first section of the chapter presents a general developmental framework in which all strategy development can be viewed. Its emphasis is on the change from limited, context-specific, and often inconsistent strategy use to broader, more consistent, context-free strategy use. It is proposed that strategy generalization proceeds from specific contexts that encourage strategy use to a broader range of contexts in which the individual is more active in initiating appropriate strategy use. Several common memory strategies that develop during childhood are examined within this general developmental framework. Its application to and usefulness in new domains are also examined. After the general developmental framework is presented, the question how best to promote the acquisition and generalization of appropriate learning and memory strategies is addressed. The roles of task procedure and materials, practice and familiarity with learning and memory tasks, and verbalizable knowledge of strategies and task demands in strategy development and training are examined. It is suggested that all could be effective in promoting strategy use, with the possibility that some approaches would work better at certain ages (i.e., an age-instruction interaction). Changes in strategy effectiveness with age are also discussed with respect to the evaluation of training procedures.

Keywords

Free Recall Perceptual Learning Semantic Processing Organizational Strategy Verbal Instruction 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Reference

  1. 1.
    Cox, D., & Waters, H. S. Sex differences in the use of organizational strategies: A developmental analysis. Unpublished manuscript, 1983. (a)Google Scholar
  2. 2.
    Cox, D., & Waters, H. S. Memory and organization in late adulthood: Qualitative or quantitative decline? Unpublished manuscript, 1983. (b)Google Scholar
  3. 3.
    Waters, H. S., & Foley, M. The origins and influence of verbalizable knowledge of strategy use in memory development Unpublished manuscript, 1983.Google Scholar

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© Springer-Verlag New York Inc 1983

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