The Development of Rehearsal Strategies in Free Recall

1973 ◽  
Author(s):  
Peter A. Ornstein ◽  
Mary J. Naus ◽  
Charles Liberty
Keyword(s):  
Free Recall ◽  
Rehearsal Strategies

Age Differences in Free Recall Rehearsal Strategies

1980 ◽  
Vol 35 (4) ◽  
pp. 550-558 ◽  
Author(s):  
R. E. Sanders ◽  
M. D. Murphy ◽  
F. A. Schmitt ◽  
K. K. Walsh
Keyword(s):  
Free Recall ◽  
Age Differences ◽  
Rehearsal Strategies

Rehearsal Strategies and the Serial-Position Curve in Immediate Free Recall of Ordered Items

1970 ◽  
Vol 22 (3) ◽  
pp. 347-352 ◽  
Author(s):  
Herman Buschke ◽  
Walter Kintsch
Keyword(s):  
Free Recall ◽  
Serial Position ◽  
Serial Position Curve ◽  
Primacy Effect ◽  
Read Aloud ◽  
Experimental Conditions ◽  
Recall Order ◽  
Rehearsal Strategies ◽  
Serial Position Curves

Immediate free recall of random strings of 10 numbers was studied under four experimental conditions: as each number was presented, subjects either had to recall the previous number (Recall n–1), recall the number just presented (Recall n), read the number (Read aloud), or were silent (Free Recall). Overall recall was the same in all conditions. Recall and order of recall by serial-position changed systematically, with an increasing recency and decreasing primacy effect from Free Recall through Read Aloud and Recall n to Recall n–1. These changes in recall order and serial-position curves suggest that differential rehearsal of items is decreased by requiring retrieval during presentation.

Training Older Adult Free Recall Rehearsal Strategies

1981 ◽  
Vol 36 (3) ◽  
pp. 329-337 ◽  
Author(s):  
F. A. Schmitt ◽  
M. D. Murphy ◽  
R. E. Sanders
Keyword(s):  
Free Recall ◽  
Older Adult ◽  
Rehearsal Strategies

Free Recall and Rehearsal Strategies in Average and Severely Disabled Readers

1981 ◽  
Vol 52 (2) ◽  
pp. 539-545 ◽  
Author(s):  
Deborah N. Bauserman ◽  
John E. Obrzut
Keyword(s):  
Free Recall ◽  
Recall Condition ◽  
Long Term Memory ◽  
Total Recall ◽  
Term Memory ◽  
Rehearsal Strategies ◽  
Elaborative Rehearsal ◽  
Disabled Readers ◽  
Average Readers

Free recall and rehearsal strategies were investigated in 43 boys and 24 girls in fifth and sixth grades; they were 18 average and 49 severely disabled readers. Memory abilities were measured by recall in the overt recall condition in a written free-recall test of three lists of 20 words each that required second-grade reading ability or less. Average readers performed better than severely disabled readers in terms of total recall and long-term memory. Elaborative rehearsal strategies rather than non-elaborative rehearsal strategies (repetition only) discriminated between the two groups. The organizational ability represented in elaborative rehearsal strategies was the hypothesized mechanism responsible for the better long-term memory and total recall observed in average readers.

Die Entwicklung des strategischen Gedächtnisses im Laufe der Grundschulzeit

2009 ◽  
Vol 41 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Michael Hünnerkopf ◽  
Veronika Kron-Sperl ◽  
Wolfgang Schneider
Keyword(s):  
Free Recall ◽  
Serial Learning

Zusammenfassung. Es werden Ergebnisse der Würzburger Längsschnittstudie dargestellt, in der der Entwicklungsverlauf des strategischen Gedächtnisses vom letzten Kindergartenjahr bis zum Ende der vierten Klasse in halbjährigem Abstand untersucht wurde. Für eine Stichprobe von ca. 100 Kindern konnte das in der Münchner LOGIK-Studie gefundene Muster des sprunghaften Strategieerwerbs für die Sortierstrategie bestätigt werden, während sich bei der Wiederholungsstrategie kein bedeutsamer Unterschied in der Art des Strategieerwerbs zeigte. Der kombinierte Gebrauch von Sortier- und Wiederholungsstrategie brachte Vorteile bei der Abrufleistung der Sort-Recall-Aufgabe, nicht aber der Serial Learning-Free-Recall-Aufgabe. Für zukünftige Forschungsarbeiten wird der Einsatz einer Aufgabe zur Untersuchung der Strategieentwicklung empfohlen.

Limitations to the Spacing Effect

2005 ◽  
Vol 52 (4) ◽  
pp. 257-263 ◽  
Author(s):  
Peter P. J. L. Verkoeijen ◽  
Remy M. J. P. Rikers ◽  
Henk G. Schmidt
Keyword(s):  
Free Recall ◽  
Phase Retrieval ◽  
Incidental Learning ◽  
Factor Model ◽  
Recall Performance ◽  
Spacing Effect ◽  
Word List ◽  
Intentional Learning ◽  
Study Phase ◽  
Learning Condition

Abstract. The spacing effect refers to the finding that memory for repeated items improves when the interrepetition interval increases. To explain the spacing effect in free-recall tasks, a two-factor model has been put forward that combines mechanisms of contextual variability and study-phase retrieval (e.g., Raaijmakers, 2003 ; Verkoeijen, Rikers, & Schmidt, 2004 ). An important, yet untested, implication of this model is that free recall of repetitions should follow an inverted u-shaped relationship with interrepetition spacing. To demonstrate the suggested relationship an experiment was conducted. Participants studied a word list, consisting of items repeated at different interrepetition intervals, either under incidental or under intentional learning instructions. Subsequently, participants received a free-recall test. The results revealed an inverted u-shaped relationship between free recall and interrepetition spacing in both the incidental-learning condition and the intentional-learning condition. Moreover, for intentionally learned repetitions, the maximum free-recall performance was located at a longer interrepetition interval than for incidentally learned repetitions. These findings are interpreted in terms of the two-factor model of spacing effects in free-recall tasks.

Articulatory Rehearsal Is More Than Refreshing Memory Traces

2013 ◽  
Vol 60 (2) ◽  
pp. 131-139 ◽  
Author(s):  
Ryoji Nishiyama ◽  
Jun Ukita
Keyword(s):  
Free Recall ◽  
Recall Performance ◽  
Verbal Working Memory ◽  
Verbal Information ◽  
Free Recall Task ◽  
Study Item ◽  
Phonological Representations ◽  
Memory Traces ◽  
Short Period ◽  
Serial Position Curves

This study examined whether additional articulatory rehearsal induced temporary durability of phonological representations, using a 10-s delayed nonword free recall task. Three experiments demonstrated that cumulative rehearsal between the offset of the last study item and the start of the filled delay (Experiments 1 and 3) and a fixed rehearsal of the immediate item during the subsequent interstimulus interval (Experiments 2 and 3) improved free recall performance. These results suggest that an additional rehearsal helps to stabilize phonological representations for a short period. Furthermore, the analyses of serial position curves suggested that the frequency of the articulation affected the durability of the phonological representation. The significance of these findings as clues of the mechanism maintaining verbal information (i.e., verbal working memory) is discussed.

Sign in / Sign up

Export Citation Format

Share Document