Components of verbal learning in children

Analysis by selective reminding

Research output: Contribution to journalArticle

42 Citations (Scopus)

Abstract

Free recall verbal learning by 5- and 8-year-old children was analyzed by selectively reminding them only of items not recalled on the preceding trial (instead of continuing to present the entire list before each recall trial) to show learning by retrieval from long-term storage without presentation. Concurrent analysis of long-term storage, consistent and random retrieval from long-term storage, and recall from short-term storage indicates that, while 5-year-olds showed slower acquisition than 8-year-olds, lower recall by 5-year-olds also was due to less effective retrieval from longterm storage. Repeated retrieval, without any further presentation after an item has been recalled just once, indicates that lower recall by 9-year-old children than by adults also reflects retrieval difficulty, since these children showed storage and retention of almost as many items as adults by eventual spontaneous retrieval without further presentation.

Original languageEnglish (US)
Pages (from-to)488-496
Number of pages9
JournalJournal of Experimental Child Psychology
Volume18
Issue number3
DOIs
StatePublished - 1974

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Verbal Learning
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ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Experimental and Cognitive Psychology
  • Medicine(all)

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Components of verbal learning in children : Analysis by selective reminding. / Buschke, Herman.

In: Journal of Experimental Child Psychology, Vol. 18, No. 3, 1974, p. 488-496.

Research output: Contribution to journalArticle

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