Developmental differences in the acquisition and maintenence of an organizational strategy: evidence for the utilization deficiency hypothesis

Article Abstract:

An experiment conducted among children from three age groups showed that the use of an organizational strategy improved performance only in eighth grade students. Nonetheless, all the subjects showed evidence of using organizational strategies in the word-recall tasks. Third grade children did not show significant improvements in the recall task. This indicates that children in this age group are experiencing utilization deficiency just as they are acquiring the organizational strategy skill. This stage occurs when children see no improvement in their performance even as they use a strategy.

Memory, Child development, Recollection (Psychology), Cognition in children, Cognitive development, Recall (Memory)

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To be young, gifted, and strategic: advantages for memory performance

Article Abstract:

The advantage that gifted children possess for free-recall tasks is due to both strategic and nonstrategic processes. Multitrial free-recall tasks show that gifted children have higher levels of recall and strategic functioning as compared to nongifted children in initial trials. Subsequent trials, however, show that the advantage of strategic functioning to memory is more significant for nongifted children. Gifted children benefit more when the strategies used are simplified. They show a greater use of active strategies than nongifted children.

Gifted children

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Developmental patterns of eyewitness responses to repeated and increasingly suggestive questions

Article Abstract:

Developmental differences produce different responses to repeated suggestive questions in children and adults of different ages subjected to simulated legal questioning. Kindergarten children give incorrect answers to misleading questions, while older children and adults generally answer the misleading questions correctly. However, the kindergarten children's memory for the central issues is unaffected by the misleading questions. Children and adults of all ages give a similar amount of correct and incorrect answers to unbiased questions.

Psychological aspects, Questioning

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