Abstract
Twenty children in each of Grades 3 and 5 were given training over nine sessions in the use of organizational strategies for encoding and retrieval. A second group at each age level was given sheer practice on the materials used in the strategy training, and a third group was untreated. Organizational strategy training resulted in higher levels of recall, clustering, and study organization on posttests in which the children studied an array of categorizable pictures and an array of categorizable words. This was true both for test items from categories and items not used and for those that were used in training. Such training produced greater clustering but not greater recall for an aurally presented list of categorizable words.
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Hall, J. W., & Madsen, S. C. Children’s learning ojcategorizable information. Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 1974.
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We are grateful to our research assistants, Cheryl Gay, Jerry Goldman, Lisa Grossman, Gay Hall, Sue Hendricson, and Nancy Naron, and to the school officials, teachers, and students of the Martin Luther King Elementary School in Evanston.The research was supported by Grant OEG-5-7-0051 from the U.S. Office of Education.
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Hall, J.W., Madsen, S.C. Modifying children’s processing of categorizable information for memory. Bull. Psychon. Soc. 11, 291–294 (1978). https://doi.org/10.3758/BF03336834
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DOI: https://doi.org/10.3758/BF03336834