TY - JOUR
T1 - Components of verbal learning in children
T2 - Analysis by selective reminding
AU - Buschke, Herman
N1 - Funding Information:
‘This work was supported by USPHS Grants MH-17733 to H.B. from NIMH? NS-03356 from NIMS, and HD-01799-07 from NICHD. I thank Tom and Katie Buschkr, Christine Hiney and Susan Berenzweig for their experimental assistance. ‘Requests for reprints should be sent to H. Buschke, Department Neurology, Albert Einstein College of Medicine, 1300 Morris Park Avenue, NY 10461. 488 Copyright @ 1974 by Academic Press, Inc. All rights of reproduction in any form reserved.
PY - 1974/12
Y1 - 1974/12
N2 - 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.
AB - 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.
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U2 - 10.1016/0022-0965(74)90126-X
DO - 10.1016/0022-0965(74)90126-X
M3 - Article
AN - SCOPUS:0016274122
SN - 0022-0965
VL - 18
SP - 488
EP - 496
JO - Journal of Experimental Child Psychology
JF - Journal of Experimental Child Psychology
IS - 3
ER -