Literaturnachweis - Detailanzeige
| Autor/inn/en | Lehman, Elyse Brauch; Hanzel, Sharron Hurtt |
|---|---|
| Institution | George Mason Univ., Fairfax, VA. |
| Titel | A Developmental Study of Memory for Presentation Modality. |
| Quelle | (1980), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Age Differences; Cognitive Development; Cognitive Processes; College Students; Elementary School Students; Identification; Learning Modalities; Memory; Recall (Psychology); Word Recognition |
| Abstract | In order to determine whether there are developmental differences in the handling of the modality attribute 32 children from each of grades two and six and 32 college students were presented with a video-taped mixed-modality list of 32 first grade words. Subjects were asked to recall the words, to identify the presentation modality of each word on a recognition test, and to indicate on a 3-point rating scale how confident they were that each of their modality identifications (MI) was correct. Results show that there were no overall developmental changes in the identification of modality while children as well as adults demonstrated the ability to judge the accuracy of their modality identifications, adults not only recalled more words than children but also were the only group to organize their recall by representation modality. Findings suggest that information about the input mode of an event is a part of long-term mnemonic code for both adults and young children and that such information may be coded "automatically" in all age groups. (Author/MP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
