Lecture 2 -Reasoning and Memory Flashcards

Question

How does rehearsal change with age? | Ornstein et al 1975

Answer 1

- words were read aloud at a 5 second interval - children were told to say the words out loud rather than rehearsing non verbally - 4 words presented: yard, cat, man, desk - results: 8 yrs passive rehearsal (do not incorporate all the words), 13 yrs active rehearsal (incorporated all the words, eg desk, man, yard, cat, man, desk, cat, yard) - older get more efficient

Answer 2

- active rehearsal encourages children to notice relations between items (can lead to identification of categories) - organized rehearsal also aids recall (category membership of items to be remembered) - clustering is at chance levels in younger children but increases with age

Answer 3

- children presented with 16 pictures each from four categories (animal, clothing, toys, tools) - younger children don't organize to help rehearsal as well as older children - 27% 6yrs organized, more 8yrs but still not a lot, older children much better at this

Answer 4

- similar changes are found in children's ability to organize recall of information - cued recall: showed children 24 pictures in 8 sets of 3 - also shown a cue picture relating to the set - free recall (no cue picture) or cued recall - results: spontaneous use of cue at 7 and 10 yrs improved recall (not at 5 yrs)

Answer 5

- conceptual development also influences strategy use - ask children to remember and recall items from this list (scissors, paper, knife) the strategy employed for recall will differ depending on age - younger children's recall determined by items with strong associations (scissor and paper) - older organized their recall around conceptual categories they have learned (scissors and knife)

Answer 6

Mediation deficit: no spontaneous use of strategy, lack of mental apparatus to use strategy, unable to use strategy even after training Production deficit: no spontaneous use of strategy, have ability to use strategy, strategy use occurs after training or prompting

Answer 7

- 3 groups: no rehearsal then training, spontaneous rehearsers then training, spontaneous rehearsers no training - results: non rehearsers performance improved to almost the same after training

Answer 8

- free recall, cued recall and directive cued (told how many items were paired with the cue and asked to recall them beore moving onto the next category) - 5yrs, 7yrs and 10yrs - all children performed equally well in the directive cue condition whereas there was an improvement as a child aged in the free recall and cued recall conditions - 5 yrs stored as much information as 10 yrs but had difficult accessing it

Answer 9

- tested the development of specific strategies to aid recall - each child was presented with pictures of furniture under the houses and animals under the cages - child has 30 seconds to remember where the animals are hidden - to test they are shown a card with an animal on it and asked to point to the door that covered it - results: 4yrs did not use a strategy, opened all doors, used a spatial approach (rows and columns), 5-6yrs partial strategy, relevant doors were opened up to 75% of the time, 6yrs selective strategy, but this did not translate into an improvement in recall (utilization deficit), 8+yrs selective strategy and improved recall

Answer 10

- cognitive load can be assessed using a dual task paradigm - >baseline: finger tapping rate - >child strategy while tapping same time - >decline in tapping est of effort needed to execute the strategy - all children spontaneously produced the strategy (younger children 6yrs show greater reduction in tapping than older children) - execution of strategy more demanding for younger children (explain utilization deficit, no spare capacity for remembering)

Answer 11

- task: remember 15 nonsense words - experimenter reads the words from cards and places the cards on the table so can study for 1.5 minutes - told that could move cards to help remember (form categories) - participants then presented with a different task for 30 sec before being asked to recall nonsense words - the amount of clustering in the recall was measured - adults display utilization deficits in challeging memory tasks, the availability of working memory for store affects performance - doing a demanding strategy leaves no working memory capacity for storage (which means no benefit in recall) - utilization deficit are not a developmental phenomenom but are a result of demands on limited capacity

Answer 12

- dual task paradigm with children 8, 9 and 12 - child rehearsed words while tapping - younger children showed a greater decrease in tapping rate compared to baseline - compared children who recalled same amount (younger had greater reduction in tapping) - compared children with same decrease in tapping (younger recalled fewer words, strategy use suffers more to maintain tapping)

Answer 13

- knowing that you have remembered something is extremely important to metamemory - 21 and 27 months - toy hidden in a natural location at home, child leaves and returns later to search for toy - most of time toy where thought it was - experimenters introduced two surprise trials where they moved the toy - 27 mo were sig. more likely to search in a close by location on the surprise trials that they were when they had made an error (looked in the incorrect place for toy)

Answer 14

- increases with age - increase could be due to increased absolute capacity but avidence suggests that it is due to faster processing and greater knowledge - better at recalling numbers than letters (increases with age) (more in notes but im fed up with this)