CHILDREN'S UNDERSTANDING OF FACTORS INFLUENCING RECALL PERFORMANCE (MEMORY, METAMEMORY, METACOGNITION)

CATHERINE ANN HALE, Purdue University

Abstract

First, third, fifth, and ninth graders' and college students' understanding of number, memory span, categorization, and the interaction of number and categorization was assessed using a task that required subjects to predict their ability to recall sets of items that varied in the number of items presented and presence or absence of categorization. The principal findings were: (1) first graders grossly overestimated their recall abilities regardless of whether items were categorized; (2) third and fifth graders overestimated recall ability for uncategorized lists, but not for categorized items; (3) adults slightly underestimated their ability to recall on both categorized and uncategorized lists; and (4) only adults and adolescents recognized that categorization of items benefits recall only when list length exceeds immediate memory span. Developmental differences were also found in the type of information or evaluative rules children and adults use as the basis for their predictions. Young children's predictions conformed to rules that reflected consideration of only one variable--number of items presented. In contrast, adolescents' and adults' predictions were best described by rules that reflected understanding of list length, categorization of items, and the relationship of these two variables to immediate memory span. Prior recall experience or normative information concerning peer performance did not influence subjects' predictions or rule usage at any age.

Degree

Ph.D.

Subject Area

Developmental psychology

COinS