Reminder and language effects on preschoolers' memory reports: Do words speak louder than action?
Item
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Title
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Reminder and language effects on preschoolers' memory reports: Do words speak louder than action?
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Identifier
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AAI9969742
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identifier
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9969742
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Creator
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Walkenfeld, Faye Fried.
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Contributor
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Adviser: Katherine Nelson
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Date
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2000
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Developmental | Psychology, Cognitive
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Abstract
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Research with infants and toddlers has shown that nonverbal reminders are effective at reactivating and maintaining a representation in memory. The question is whether verbal reminders are also effective at maintaining a representation. It was hypothesized that nonverbal reminders would be robust for all preschoolers whereas verbal reminders would only benefit those preschoolers who are more language proficient.;Sixty-nine preschoolers participated in a treasure hunt game in which they visited a make-believe zoo to find a treasure box with a prize. Three weeks later, one group received nonverbal reminders, a second group received verbal reminders and a third group received no reminders. Following another three weeks, all children were asked for a verbal report of the game. Language ability was then measured with the Test of Early Language Development, 2nd Edition (1991).;To determine what affects recall more, chronological age or a particular aspect of language proficiency, the data were analyzed in three ways. First, for condition differences between two different age groups, with age grouped at the median. Second, for condition differences between two different age groups with the addition of receptive language as a covariate. Third, for condition differences between children of low versus high receptive language scores, with receptive language scores grouped at the median.;Regression analyses and analyses of variance indicate that when recall is tested verbally, nonverbal contextual reminders facilitate recall for older preschoolers, particularly for those with higher receptive language scores. When the group means are adjusted for receptive language ability it becomes evident that younger preschoolers benefit more from verbal reminders. Young preschoolers who received verbal reminders reported about as much as older preschoolers who received verbal reminders.;The data are discussed in the context of different modes of encoding and re-encoding and their impact on verbal recall.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
