The influence of age and presentation order upon children’s free recall and learning to learn
Tóm tắt
Free recall and clustering performance were studied in children of ages 4 and 9–10 years. Nine different lists were presented, each for three trials, with three lists presented per day. The lists were composed of conceptually related or unrelated items. Each list type was presented consistently with all the items randomized, with conceptually related items grouped together, or with unrelated items arbitrarily grouped together. Performance was generally higher for the older children, but no evidence was found in either age group of learning-to-learn effects of recall or category clustering.
Tài liệu tham khảo
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