Abstract
A probe word task was used to test first-, third-, and fifth-grade children's recall of words in varying linguistic contexts. Consistent with expectations based on short-term memory considerations, words that occurred in meaningful sentence contexts were better recalled than those appearing in strings of unrelated words, and words that appeared toward the end of the sentence or string were better recalled than those occurring toward the beginning. At the same time, the effects of prior text on recall, seen clearly in tasks used in constructive memory research, were not present in this short-term memory task. These findings suggest that while within-sentence semantic relational and syntactic information may be used for partial analysis while material is still in working memory, this state does not permit access to already analyzed information in prior text.
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The authors express appreciation to Richard Schwartz, Ronnie Wilbur, and Harlan Schweer for their suggestions throughout the course of the study.
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Bolesta, M.M., Leonard, L.B. Linguistic context and children's recall in a probe word task. J Psycholinguist Res 16, 1–9 (1987). https://doi.org/10.1007/BF01067747
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DOI: https://doi.org/10.1007/BF01067747