Instructional and contextual effects on external memory strategy use in young children

Author(s): Bray, N. W.

Journal/Book: J Exp Child Psychol. 1997; 67: 525 B St, Ste 1900, San Diego, CA 92101-4495. Academic Press Inc Jnl-Comp Subscriptions. 204-222.

Abstract: Young children's ability to devise external representations in problem-solving tasks has not been fully examined. The present two experiments investigated children's creation and use of external representations (i.e., external representation strategies) in different conditions. In each experiment, 4- and 6-year-old children Listened to a series of sentences (e.g., ''The doll is on the table'') and were required to remember where to place the objects named in the sentences. In Experiment 1, direct training increased the use of external representations. When the salience of task dimensions increased in Experiment 2, children's external representation strategies also increased. Four-year-old children showed a utilization deficiency in external representation strategy use in the prompt conditions, but not in the training condition. Thus, young children require additional situational support before they demonstrate cognitive competencies (Bray, Fletcher, & Turner, 1997).

Note: Article Fletcher KL, Univ Miami, Dept Psychol Annex, POB 249229, Coral Gables,FL 33124 USA

Keyword(s): CLASS INCLUSION HIERARCHIES; DEVELOPMENTAL DIFFERENCES; ORGANIZATIONAL STRATEGY; SELECTIVE ATTENTION; MENTAL EFFORT; RECALL; TASK; REPRESENTATION; PRESCHOOLERS; ACQUISITION

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