Abstract
Free recall and clustering performance were studied in children of ages 4 and 9–10 years. Nine different lists were presented, each for three trials, with three lists presented per day. The lists were composed of conceptually related or unrelated items. Each list type was presented consistently with all the items randomized, with conceptually related items grouped together, or with unrelated items arbitrarily grouped together. Performance was generally higher for the older children, but no evidence was found in either age group of learning-to-learn effects of recall or category clustering.
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This research is based upon a Master’s thesis submitted by the first author to the University of Hawaii in which additional details may be consulted (Yoshimura, 1970). Support was provided by a grant to the second author from the University of Hawaii Research Council. The authors would like to thank the administrators and teachers of Playmate Kindergarten and Day Care Center, Our Redeemer Lutheran Church, and the University of Hawaii Laboratory School, all in Honolulu, Hawaii. Special thanks are due Miyo Hee Ko, Phillip Roth, and Ronald Mitchell for their generous cooperation in making this study possible. Helpful comments were contributed by Richard Dubanoski, and computer time was made available by the University of Hawaii Statistical and Computing Center.
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Yoshimura, E.K., Moely, B.E. & Shapiro, S.I. The influence of age and presentation order upon children’s free recall and learning to learn. Psychon Sci 23, 261–263 (1971). https://doi.org/10.3758/BF03336103
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DOI: https://doi.org/10.3758/BF03336103