TY - JOUR
T1 - Organization facilitates memory—if you have the appropriate classification skills
AU - Tomlinson-Keasey, C.
AU - Crawford, Donald G.
AU - Eisert, Debra C.
N1 - Funding Information:
* Received in the Editorial Office. Provincetown. Massachusetts, on July 25, 1977. Copyright, 1979, by The Journal Press. ' This research was supported by N.I.H. Biomedical Sciences Grant, 5 SO5 RRO7055-10. A briefer version of this article was presented at the American Psychological Association Convention in Washington, D. C., September, 1976. Requests for reprints should be sent to the first author at the address shown at the end of this article.
PY - 1979/3
Y1 - 1979/3
N2 - In two experiments 120 boys and girls, aged 3-6, were divided into two groups: Those who showed classification skills on a variety of Piagetian tasks and those who did not. The presence or absence of these classification skills was then related to the child's ability to organize and remember a list of 15-20 familiar items presented sequentially via a slide projector. It was hypothesized that classification skills are a necessary component of the processes of organization and retrieval. Children who evidenced class inclusion skills were able to organize items for efficient recall. However, children with less sophisticated classification skills did not organize the material spontaneously but were able to organize the lists if they were given category cues. Interestingly, even when these Ss showed increased organization in their recall, the increased organization was not accompanied by a greater number of items recalled. It was concluded that the operation of class inclusion is a part of the development of the organizational skills that are so critical for storage and retrieval.
AB - In two experiments 120 boys and girls, aged 3-6, were divided into two groups: Those who showed classification skills on a variety of Piagetian tasks and those who did not. The presence or absence of these classification skills was then related to the child's ability to organize and remember a list of 15-20 familiar items presented sequentially via a slide projector. It was hypothesized that classification skills are a necessary component of the processes of organization and retrieval. Children who evidenced class inclusion skills were able to organize items for efficient recall. However, children with less sophisticated classification skills did not organize the material spontaneously but were able to organize the lists if they were given category cues. Interestingly, even when these Ss showed increased organization in their recall, the increased organization was not accompanied by a greater number of items recalled. It was concluded that the operation of class inclusion is a part of the development of the organizational skills that are so critical for storage and retrieval.
UR - http://www.scopus.com/inward/record.url?scp=84950439406&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84950439406&partnerID=8YFLogxK
U2 - 10.1080/00221325.1979.10533393
DO - 10.1080/00221325.1979.10533393
M3 - Article
AN - SCOPUS:84950439406
VL - 134
SP - 3
EP - 13
JO - Journal of Genetic Psychology
JF - Journal of Genetic Psychology
SN - 0022-1325
IS - 1
ER -