In Exp I, 80 2nd and 6th graders and 40 college students heard normal or scrambled stories and either recalled them exactly as heard or recalled them by making them into "good" stories. Scrambled stories generally depressed recall; 2nd graders performed poorly, but there was a clear improvement with age/grade in the ability to reorganize a scrambled story. In Exp II, an explanation for 2nd graders' poor performance was proposed and tested with 24 additional 2nd graders. It was thought that 2nd graders might know the form of an ideal story, but fail to spontaneously and consciously use their knowledge of its constituent parts to guide retrieval. A brief training procedure was introduced to teach a new group of 2nd graders how to sequence story propositions. The expectation was that training would prime them to use the internal story structure as a retrieval strategy when faced with a set of scrambled stories to recall (in good order). The expectation was confirmed. (10 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
|Original language||English (US)|
|Number of pages||7|
|State||Published - Jan 1 1983|
- recall with vs without reorganization of scrambled stories, 2nd vs 6th graders vs college students
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Life-span and Life-course Studies