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Verbal Processes in Children pp 125–159Cite as

Memory Strategy Instruction with Children

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Part of the book series: Springer Series in Cognitive Development ((2116))

Abstract

The number of studies of memory development conducted during the past 15 years is overwhelming. The vast majority of these studies have been concerned with plotting out developmental changes in the process learners naturally use to memorize; such studies have been the focus of most previous reviews of memory development (e.g., Kail & Hagen, 1977). However, children can execute many more strategies than the ones they use on their own. Much less attention has been paid to children’s strategy usage under instruction, despite the existence of exemplary research programs on strategy instruction (e.g., Levin, 1976; Rohwer, 1973) and the existence of a thorough analysis of the unique contribution of the strategy instructional approach to memory development (Belmont & Butterfield, 1977). The purpose of this chapter is to give an overview of what is known about memory strategy usage under instruction.

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References

Reference Notes

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Authors
  1. Michael Pressley
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  2. Brian E. Heisel
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  3. Christine B. McCormick
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  4. Glenn V. Nakamura
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Editors and Affiliations

  1. Department of Psychology, University of Western Ontario, N6A 5C2, London, Ontario, Canada

    Charles J. Brainerd  & Michael Pressley  & 

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Pressley, M., Heisel, B.E., McCormick, C.B., Nakamura, G.V. (1982). Memory Strategy Instruction with Children. In: Brainerd, C.J., Pressley, M. (eds) Verbal Processes in Children. Springer Series in Cognitive Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-9475-4_5

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