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Developmental changes in apportionment of study time among items in a multitrial free recall task

Authors
Journal
Journal of Experimental Child Psychology
0022-0965
Publisher
Elsevier
Publication Date
Volume
15
Issue
2
Identifiers
DOI: 10.1016/0022-0965(73)90145-8

Abstract

Abstract First grade, third grade, and college Ss attempted to memorize a single set of items over the course of 5 trials, each trial consisting of a 45-sec study period followed by a free recall test. On all trials but the first, S was allowed to have available during his study period only half of the total set of items, but was free to select whichever items he wished to include in this half. Third grade and college Ss were significantly more prone than first grade Ss to select for study items not recalled in the immediately preceding recall test. The results suggest that the strategy of deliberately concentrating one's study activities on the less well mastered segments of materials to be learned, like other elementary memory strategies (e.g., rote rehearsal), cannot automatically be assumed to be part of a young child's repertoire of learning techniques.

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