Abstract
This chapter is about memory development and memory strategy instruction during adolescence. Although there is some debate about the age boundaries associated with this developmental interval (e.g., Conger, 1977), for purposes of this chapter we will consider people from roughly 10 to 22 years of age as adolescents. In doing so, it is recognized that we may be invading the territories that Waters and Andreassen (Chapter 1), Cook and Mayer (1983), and Bellezza (Chapter 3) cover in their discussions of children’s and adults’ strategy use. However, the real developmental significance of the discussion would be missed if it were not possible to compare the performance of teenagers with preteens and people slightly older. Thus, we apologize to the authors of the other chapters, but will poach anyway!
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Reference
Beuhring, T. Elaboration and associative memory development: The meta-memory link. Unpublished manuscript, 1981. (Available from author, Human Sciences Research Council, Pretoria, Republic of South Africa.).
Greer, R. N., & Suzuki, N. S. Development of spontaneous elaboration in concrete and abstract noun pair learning. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, April 1976.
O’sullivan, J., & Pressley, M. Manuscript in preparation, University of Western Ontario, 1982.
Scruggs, T. E. Verbal learning strategies in academically precocious youth. Unpublished doctoral dissertation, Department of Special Education, Arizona State University, 1982.
Levin, J. R., Dretzke, B. J., McCormick, C. B., & McGivern, J. Learning mne-monically: Analysis of the presidential process. Working Paper No. 327, Wisconsin Center for Education Research, University of Wisconsin-Madison, 1982.
McCormick, C. B. The effect of mnemonic strategy variations on students’ recall of potentially confusable prose passages. Unpublished doctoral dissertation, University of Wisconsin-Madison, 1981.
Belmont, J., & Butterfield, E. To secure transfer, train super or dinates. Paper presented at the annual meeting of the American Educational Research Association, April 1980.
References
Atkinson, R. C. Mnemotechnics in second-language learning. American Psychologist, 1975, 30, 821–828.
Barclay, C. R. The executive control of mnemonic activity. Journal of Experimental Child Psychology, 1979, 27, 262–276.
Bender, B. G., & Levin, J. R. Motor activity, anticipated motor activity, and young children’s associative learning. Child Development, 1976, 47, 560–562.
Bilsky, L., & Evans, R. A. Use of associative clustering techniques in the study of reading disability: Effects of list organization. Am erican Journal of Men tal Deficiency, 1970, 74,111–116.
Bisanz, G. L., Vesonder, G. T., & Voss, J. F. Knowledge of one’s own responding and the relation of such knowledge to learning. Journal of Experimental Child Psychology, 1978, 25, 116–128.
Borkowski, J. G. Signs of intelligence: Strategy generalization and metacognition. In S. Yussen (Ed.), The development of reflection in children. New York: Academic Press, in press.
Borkowski, J. G., & Cavanaugh, J. C. Maintenance and generalization of skills and strategies by the retarded. In N. R. Ellis (Ed.), Handbook of mental deficiency, psychological theory and research. Hillsdale, NJ: 1979.
Borkowski, J. R., Levers, S., & Gruenenfelder, T. M. Transfer of mediational strategies in children: The role of activity and awareness during strategy acquisition. Child Development, 1976, 47, 779–786.
Bracht, G. H., & Glass, G. V. The external validity of experiments. American Educational Research Journal, 1968, 5, 437–474.
Brown, A. L. The development of memory: Knowing, knowing about knowing, and knowing how to know. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 10). New York: Academic Press, 1975.
Brown, A. L., Campione, J. C, Bray, N. W., & Wilcox, B. L. Keeping track of changing variables: Effects of rehearsal training and rehearsal prevention in normal and retarded adolescents. Journal of Experimental Child Psychology, 1973, 101, 123–131.
Brown, A. L., Campione, J. C., & Day, J. D. Learning to learn: On training students to learn from texts. Educational Researcher, 1981, 10 (2), 14–21.
Brown, A. L., Campione, J. C., & Murphy, M. D. Keeping track of changing variables: Long-term retention of a trained rehearsal strategy by retarded adolescents. American Journal o f Mental Deficiency, 1974, 78, 446–453.
Brown, A. L., & Smiley, S. S. Rating the importance of structural units of prose passages: A problem of metacognitive development. Child Development, 1977, 48, 1–8.
Brown, A. L., & Smiley, S. S. The development of strategies for studying text. Child Development, 1978, 49, 1076–1088.
Brown, A. L., Smiley, S. S., & Lawton, S. C. The effects of experience on the selection of suitable retrieval cues for studying text. Child Development, 1978, 49, 829–835.
Butterfield, E. C, & Belmont, J. M. Assessing and improving the cognitive functions of mentally retarded people. In I. Bailer & M. Steinlicht (Eds.), Psychological issues in mental retardation. Chicago: Aidine Press, 1977.
Cavanaugh, J. C, & Borkowski, J. G. Searching for metamemory-memory connections: A developmental study. Developmental Psychology, 1980, 16, 441–453.
Conger, J. J. Adolescence and youth. New York: Harper & Row, 1977.
Cook, L. K., & Mayer, R. E. Reading strategies training for meaningful learning from prose. In M. Pressley & J. R. Levin (Eds.), Cognitive strategy research: Educational applications. New York: Springer-Verlag, 1983.
Cuvo, A. J. Incentive level influence on overt rehearsal and free recall as a function of age. Journal of Experimental Child Psychology, 1914, 18, 167–181.
Cuvo, A. J. Developmental differences in rehearsal and free recall. Journal of Experimental Child Psychology, 1975, 19, 265–278.
Danner, F. W., & Taylor, A. M. Integrated pictures and relational imagery training in children’s learning. Journal of Experimental Child Psychology, 1973, 16, 47–54.
Dansereau, D. F., McDonald, B. A., Collins, K. W., Garland, J., Holley, C. D., Diekhoff, G. M., & Evans, S. H. Evaluation of a learning strategy system. In H. F. O’Neil & C. D. Spielberger (Eds.), Cognitive and affective learning strategies. New York: Academic Press, 1979.
Dixon, T. R., & Horton, D. L. (Eds.), Verbal behavior and general behavior theory. Englewood Cliffs, NJ: Prentice-Hall, 1968.
Flavell, J. Cognitive changes in adulthood. In P. B. Baltes & L. R. Goulet (Eds.), Life-span developmental psychology. New York: Academic Press, 1970.
Flavell, J. H., Beach, D. R., & Chinsky, J. M. Spontaneous verbal rehearsal in a memory task as a function of age. Child Development, 1966, 37, 283–299.
Flavell, J. H., & Wellman, H. M. Metamemory. In R. V. Kail & J. W. Hagen (Eds.), Perspectives on the development of memory and cognition. Hillsdale, NJ: Erlbaum, 1977.
Fuentes, E. J. An investigation into the use of imagery and generativity in learning a foreign language vocabulary (Doctoral dissertation, Stanford University, 1976). Dissertation Abstracts International, 1976, 37, 2694A. (University Microfilms No. 76-25, 997).
Gelman, R., & Gallistel, C. R. The child’s understanding of number. Cambridge, MA: Harvard University Press, 1978.
Greer, R. N. E. Spontaneous elaboration of paired associates and formal operational thinking: A developmental analysis (Doctoral dissertation, University of British Columbia, 1978). Dissertation Abstracts International, 1979, 39, 5410A–5411A.
Hagen, J. W., & Kingsley, P. R. Labeling effects in short-term memory. Child Development, 1968, 39, 113–121.
Johnson, D. D., & Pearson, P. D. Teaching reading vocabulary. New York: Holt, Rinehart & Winston, 1978.
Jones, B. F., & Hall, J. W. School applications of the mnemonic keyword method as a study strategy by eighth graders. Journal of Educational Psychology, 1982, 74, 230–237.
Kellas, G., Ashcraft, M. H., & Johnson, N. S. Rehearsal processes in the short-term memory performance of mildly retarded adolescents. American Journal of Mental Deficiency, 1973, 77, 670–679.
Kellas, G., McCauley, C., & McFarland, C. E. Developmental aspects of storage and retrieval. Journal of Experimental Child Psychology, 1975, 19, 51–62.
Kemler, D. G., & Jusczyk, P. W. A developmental study of facilitation by mnemonic instructions. Journal of Experimental Child Psychology, 1975, 20, 400–410.
Kennedy, S. P., & Suzuki, N. S. Spontaneous elaboration in Mexican-American high school seniors. American Educational Research Journal, 1977, 14, 383–388.
Kestner, J., & Borkowski, J. G. Children’s maintenance and generalization of an interrogative learning strategy. Child Development, 1979, 50, 485–494.
Lange, G. Organization-related processes in children’s recall. In P. A. Ornstein (Ed.), Memory development in children. New York: Wiley, 1978.
Levin, J. R. What have we learned about maximizing what children learn? In J. R. Levin & V. L. Allen (Eds.), Cognitive learning in children. New York: Academic Press, 1976.
Levin, J. R. On functions of pictures in prose. In F. J. Pirozzolo & M. C. Wittrock (Eds.), Neuropsychological and cognitive processes in reading. New York: Academic Press, 1981. (a).
Levin, J. R. The mnemonic’ 80s: Keyword in the classroom. Educational Psychologist, 1981, 16, 65–82. (b).
Levin, J. R. Pictures as prose-learning devices. In A. Flammer & W. Kintsch (Eds.), Discourse processing. Amsterdam: North-Holland, in press.
Levin, J. R., & Lesgold, A. M. On pictures in prose. Educational Communication and Technology Journal, 1978, 26, 233–243.
Levin, J. R., McCormick, C. B., & Dretzke, B. J. A combined pictorial mnemonic strategy for ordered information. Educational Communication and Technology Journal, 1981, 29, 219–225.
Levin, J. R., McCormick, C. B., Miller, G. E., Berry, J. K., & Pressley, M. Mnemonic versus nonmnemonic vocabulary learning strategies for children. American Educational Research Journal, 1982, 19, 121–136.
Levin, J. R., & Pressley, M. A test of the developmental imagery hypothesis in children’s associative learning. Journal of Educational Psychology, 1978, 70, 691–694.
Levin, J. R., & Pressley, M. Improving children’s prose comprehension: Selected strategies that seem to succeed. In C. Santa & B. Hayes (Eds.), Children’s prose comprehension: Research and practice. Newark, DE: International Reading Association, 1981.
Levin, J. R., Pressley, M., McCormick, C. B., Miller, G. E., & Shriberg, L. K. Assessing the classroom potential of the keyword method. Journal of Educational Psychology, 1979, 71, 583–594.
Levin, J. R., Shriberg, L. K., & Berry, J. K. A concrete strategy for remembering abstract prose. American Educational Research Journal, in press.
Levin, J. R., Shriberg, L. K., Miller, G. E., McCormick, C. B., & Levin, B. B. The keyword method in the classroom: How to remember the states and their capitals. Elementary School Journal, 1980, 80, 185–191.
Lodico, M. G., Ghatala, E. S., Levin, J. R., Pressley, M., & Bell, J. A. The effects of strategy-monitoring training on children’s selection of effective memory strategies. Journal of Experimental Child Psychology, in press.
Mervis, C. B. Category structure and the development of categorization. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension. Hillsdale, NJ: Erlbaum, 1980.
Meyer, B. J. F. Organizational aspects of text: Effects on reading comprehension and applications for the classroom. In J. Flood (Ed.), Reading comprehension. Newark, DE: International Reading Association, in press.
Moynahan, E. D. Assessment and selection of paired associate strategies: A developmental study. Journal of Experimental Child Psychology, 1978, 26, 257–266.
Nye, W. C., McMannis, D. L., & Haugen, D. M. Training and transfer of categorization by retarded adults. American Journal of Mental Deficiency, 1972, 77, 199–207.
Ornstein, P. A., & Naus, M. J. Rehearsal processes in children’s memory. In P. A. Ornstein (Ed.), Memory development in children. Hillsdale, NJ: Erlbaum, 1978.
Paivio, A. Imagery and verbal processes. New York: Holt, Rinehart & Winston, 1971.
Paivio, A. Strategies in language learning. In M. Pressley & J. R. Levin (Eds.), Cognitive strategy research: Educational applications. New York: Springer-Verlag, 1983.
Paivio, A., & Begg, I. Psychology of language. Englewood Cliffs, NJ: Prentice-Hall, 1981.
Paivio, A., & Desrochers, A. Effects of an imagery mnemonic on second language recall and comprehension. Canadian Journal of Psychology, 1979, 33, 17–28.
Paris, S. G., & Lindauer, B. K. Constructive aspects of children’s comprehension and memory. In R. V. Kail, Jr., & J. W. Hagen (Eds.), Perspectives on the development of memory and cognition. Hillsdale, NJ: Erlbaum, 1977.
Peterson, P. L., & Swing, S. R. Problems in classroom implementation of cognitive strategy instruction. In M. Pressley & J. R. Levin (Eds.), Cognitive strategy research: Educational applications. New York: Springer-Verlag, 1983.
Piaget, J. Intellectual evolution from adolescence to adulthood. Human Development, 1972, 75, 1–12.
Poon, L. W., Fozard, J. L., Cermak, L. S., Arenberg, D. L., & Thompson, L. W. (Eds.), New directions in memory and aging. Hillsdale, NJ: Erlbaum, 1980.
Pressley, M. Imagery and children’s learning: Putting the picture in developmental perspective. Review of Educational Research, 1911, 47, 585–622.
Pressley, M. Applying cognitive strategies in the military. (Review of H. F. O’Neil & C. D. Spielberger’s Cognitive and affective learning strategies.) Contemporary Psychology, 1980, 25, 823–824.
Pressley, M. Elaboration and memory development. Child Development, 1982, 53, 296–309.
Pressley, M., & Dennis-Rounds, J. Transfer of a mnemonic keyword strategy at two age levels. Journal of Educational Psychology, 1980, 72, 575–582.
Pressley, M., Heisel, B. E., McCormick, C. G., & Nakamura, G. V. Memory strategy instruction. In C. J. Brainerd & M. Pressley (Eds.), Verbal processes in children. New York: Springer-Verlag, 1982.
Pressley, M., & Levin, J. R. Developmental differences in subjects’ associative learning strategies and performances: Assessing a hypothesis. Journal of Experimental Child Psychology, 1977, 24, 431–439. (a).
Pressley, M., & Levin, J. R. Task parameters affecting the efficacy of a visual imagery learning strategy in younger and older children. Journal of Experimental Child Psychology, 1971, 24, 53–59. (b)
Pressley, M., & Levin, J. R. Developmental constraints associated with children’s use of the keyword method of foreign language vocabulary learning. Journal of Experimental Child Psychology, 1978, 26, 359–372.
Pressley, M., Levin, J. R., & Delaney, H. D. The mnemonic keyword method. Review of Educational Research, 1982, 52, 61–92.
Pressley, M., Levin, J. R., Kuiper, N. A., Bryant, S. L., & Michener, S. Mnemonic versus nonmnemonic vocabulary-learning strategies: Additional comparisons. Journal of Educational Psychology, in press.
Pressley, M., Levin, J. R., & Miller, G. E. The keyword method compared to alternative vocabulary-learning strategies. Contemporary Educational Psychology, 1982, 7, 50–60.
Pressley, M., Levin, J. R., Nakamura, G. V., Hope, D. J., Bispo, J. G., & Toye, A. R. The keyword method of foreign vocabulary learning: An investigation of its generalizability. Journal of Applied Psychology, 1980, 65, 635–642.
Pressley, M., Pigott, S., & Bryant, S. L. Picture content and preschoolers’ learning from sentences. Educational Communication and Technology Journal, in press.
Rohwer, W. D., Jr. Elaboration and learning in childhood and adolescence. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 8). New York: Academic Press, 1973.
Rohwer, W. D., Jr. An introduction to research on individual and developmental differences in learning. In W. K. Estes (Ed.), Handbook of learning and cognitive processes (Vol. 3). New York: Wiley, 1976.
Rohwer, W. D., Jr. An elaborative conception of learner differences. In R. E. Snow, P. A. Frederico, & W. E. Montague (Eds.), Aptitude, learning, and instruction. Hillsdale, NJ: Erlbaum, 1980.
Rohwer, W. D., Jr., & Bean, J. P. Sentence effects and noun-pair learning: A developmental interaction during adolescence. Journal of Experimental Child Psychology, 1973, 15, 521–533.
Rohwer, W. D., Jr., Raines, J. M., Eoff, J., & Wagner, M. The development of elaborative propensity during adolescence. Journal of Experimental Child Psychology, 1977, 23, 472–492.
Royer, J. M. Theories of the transfer of learning. Educational Psychologist, 1979, 14, 53–69.
Rumelhart, D. E. Schemata: The building blocks of cognition. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension. Hillsdale, NJ: Erlbaum, 1980.
Schallert, D. L. The role of illustrations in reading comprehension. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension research: Perspectives from cognitive psychology, linguistics, artificial intelligence, and education. Hillsdale, NJ: Erlbaum, 1980.
Schmeck, R. R., Ribich, F., & Ramanaiah, N. Development of a self-report inventory for assessing individual differences in learning processes. Applied Psychological Measurement, 1977, 1, 413–431.
Shriberg, L. K., Levin, J. R., McCormick, C. B., & Pressley, M. Learning about “famous” people via the keyword method. Journal of Educational Psychology, 1982, 74, 238–247.
Spiro, R. J. Constructive processes in prose comprehension and recall. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension. Hillsdale, NJ: Erlbaum, 1980.
Trabasso, T., & Nicholas, D. W. Memory and inferences in the comprehension of narratives. In F. Wilkening, J. Becker, & T. Trabasso (Eds.), Information integration by children. Hillsdale, NJ: Erlbaum, 1980.
Tulving, E., & Donaldson, W. (Eds.). Organization of memory. New York: Academic Press, 1972.
Turnbull, A. P. Teaching retarded persons to rehearse through cumulative overt labeling. American Journal of Mental Deficiency, 1974, 79, 331–337.
Wanshura, P. B., & Borkowski, J. G. The development and transfer of mediational strategies by retarded children in paired-associate learning. American Journal of Mental Deficiency, 1974, 78, 631–639.
Wanshura, P. B., & Borkowski, J. G. Long-term transfer of a mediation strategy by moderately retarded children. American Journal of Mental Deficiency, 1975, 80, 323–333.
Weinstein, C. E., Underwood, V. L., Wicker, F. W., & Cubberly, W. E. Cognitive learning strategies: Verbal and imaginal elaboration. In H. F. O’Neil, Jr., & C. D. Spielberger (Eds.), Cognitive and affective learning strategies. New York: Academic Press, 1979.
Wolff, P., & Levin, J. R. The role of overt activity in children’s imagery production. Child Development, 1912, 43, 537–547.
Yuille, J. C., & Catchpole, M. J. Associative learning and imagery training in young children. Journal of Experimental Child Psychology, 1973, 16, 403–412.
Yuille, J. C., & Catchpole, M. J. The effects of delay and imagery training on the recall and recognition of object pairs. Journal o f Experimental Child Psychology, 1974, 17, 474–481.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1983 Springer-Verlag New York Inc
About this chapter
Cite this chapter
Pressley, M., Levin, J.R., Bryant, S.L. (1983). Memory Strategy Instruction During Adolescence: When is Explicit Instruction Needed?. In: Pressley, M., Levin, J.R. (eds) Cognitive Strategy Research. Springer Series in Cognitive Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-5522-2_2
Download citation
DOI: https://doi.org/10.1007/978-1-4612-5522-2_2
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4612-5524-6
Online ISBN: 978-1-4612-5522-2
eBook Packages: Springer Book Archive