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Article: Producing memory strategy maintenance and generalization by explicit or implicit training of memory knowledge

TitleProducing memory strategy maintenance and generalization by explicit or implicit training of memory knowledge
Authors
Issue Date1989
PublisherElsevier Inc.. The Journal's web site is located at http://www.elsevier.com/wps/find/journaldescription.cws_home/622873/description
Citation
Journal Of Experimental Child Psychology, 1989, v. 48 n. 3, p. 335-352 How to Cite?
AbstractThe effectiveness of training procedures focusing on the acquisition of memory knowledge was assessed with second-grade children from urban India. Following a pretest, children received instruction in specific strategy use (organization in free recall) or received such instruction either coupled with an explicit rationale for strategy use or as part of a training procedure that encouraged discovery of this rationale. On a subsequent post-test, both explicit and implicit training groups were superior to a practice control in recall performance, category organization during study and recall, and metamemory concerning organization as a strategy. Improvement over trials also was shown by the group that received instruction only on strategy use. On a later generalization trial, all three trained groups were superior to the practice control on measures of recall, category grouping during study, and metamemory knowledge. Some sex differences, favoring boys, were seen in response to training. © 1989.
Persistent Identifierhttp://hdl.handle.net/10722/175439
ISSN
2015 Impact Factor: 2.333
2015 SCImago Journal Rankings: 1.954

 

DC FieldValueLanguage
dc.contributor.authorRao, Nen_US
dc.contributor.authorMoely, BEen_US
dc.date.accessioned2012-11-26T08:58:45Z-
dc.date.available2012-11-26T08:58:45Z-
dc.date.issued1989en_US
dc.identifier.citationJournal Of Experimental Child Psychology, 1989, v. 48 n. 3, p. 335-352en_US
dc.identifier.issn0022-0965en_US
dc.identifier.urihttp://hdl.handle.net/10722/175439-
dc.description.abstractThe effectiveness of training procedures focusing on the acquisition of memory knowledge was assessed with second-grade children from urban India. Following a pretest, children received instruction in specific strategy use (organization in free recall) or received such instruction either coupled with an explicit rationale for strategy use or as part of a training procedure that encouraged discovery of this rationale. On a subsequent post-test, both explicit and implicit training groups were superior to a practice control in recall performance, category organization during study and recall, and metamemory concerning organization as a strategy. Improvement over trials also was shown by the group that received instruction only on strategy use. On a later generalization trial, all three trained groups were superior to the practice control on measures of recall, category grouping during study, and metamemory knowledge. Some sex differences, favoring boys, were seen in response to training. © 1989.en_US
dc.languageengen_US
dc.publisherElsevier Inc.. The Journal's web site is located at http://www.elsevier.com/wps/find/journaldescription.cws_home/622873/descriptionen_US
dc.relation.ispartofJournal of Experimental Child Psychologyen_US
dc.titleProducing memory strategy maintenance and generalization by explicit or implicit training of memory knowledgeen_US
dc.typeArticleen_US
dc.identifier.emailRao, N: nrao@hku.hken_US
dc.identifier.authorityRao, N=rp00953en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.scopuseid_2-s2.0-38249024566en_US
dc.identifier.volume48en_US
dc.identifier.issue3en_US
dc.identifier.spage335en_US
dc.identifier.epage352en_US
dc.publisher.placeUnited Statesen_US
dc.identifier.scopusauthoridRao, N=7401628868en_US
dc.identifier.scopusauthoridMoely, BE=6602470858en_US

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