Abstract
Preschoolers and children in Grades K and 1 were given five study-recall trials with either categorizable blocked, categorizable unblocked, or uncategorizable word lists. A significant triple interaction reflected a list type effect that occurred only for the school children, and then only on later trials. The preschoolers showed no effect of categorizability, whereas the school children’s recall on the final three trials was higher in the categorizable blocked than in the remaining conditions.
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This research was supported by Grant OEG-5-71-0053 (508) from the Office of Education. Final preparation of this report was completed by the author while a visiting scholar at the Institute of Human Learning, University of California, Berkeley. I am grateful for the various cooperating officials, teachers, and children of the Tom Thumb Nursery School and Public School District 65 in Evanston.
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Hall, J.W. The effect of word categorizability on recall by preschoolers and young school children. Bull. Psychon. Soc. 8, 369–370 (1976). https://doi.org/10.3758/BF03335169
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DOI: https://doi.org/10.3758/BF03335169