Intracategory Variation and Verbalization in Free Recall by Young Children

1974 ◽  
Vol 87 (1/2) ◽  
pp. 141
Author(s):  
Walter F. Daves ◽  
Carole S. McCarson
Keyword(s):  
Free Recall ◽  
Young Children

scholarly journals Encoding activities and free recall of categorized and noncategorized pictures by young children

1984 ◽  
Vol 22 (5) ◽  
pp. 389-392 ◽  
Author(s):  
C. Richard Puff ◽  
Donald J. Tyrrell ◽  
Tracy H. Heibeck ◽  
Deborah A. Van Slyke
Keyword(s):  
Free Recall ◽  
Young Children

The Relationships between Memory Performance, Use of Simple Memory Strategies and Metamemory in Young Children

1996 ◽  
Vol 19 (1) ◽  
pp. 177-199 ◽  
Author(s):  
Lucy A. Henry ◽  
Tricia Norman
Keyword(s):  
Free Recall ◽  
Young Children ◽  
Memory Span ◽  
Memory Performance ◽  
Span Task ◽  
Unexpected Result ◽  
Positive Evidence ◽  
Memory Strategies ◽  
Relevant Variables ◽  
Strategy Variables

This study investigated the relationships between metamemory, the use of simple memory strategies and memory performance in children aged 4 to 5 years. Children carried out two memory tasks (memory span for pictures, free recall of toys), and their recall and use of strategies while carrying out these tasks was recorded. They also completed two metamemory tasks: predicting memory performance and responding to a nonverbal questionnaire concerning knowledge about memory-relevant variables. The metamemory questionnaire scores were significant predictors of memory performance in both tasks. In addition, some of the strategy variables were negative predictors of performance. Off-task behaviour reduced recall, as did naming (an unexpected result), for free recall of toys. Naming items at recall (but not at presentation) reduced recall in the memory span task. There was also some positive evidence that children who consistently named pictures at presentation had higher memory spans than children naming at recall only or using no strategies at all. It was concluded that both metamemory knowledge and the use of simple strategies are significantly related to memory performance in young children, but that these relationships are modest.

Establishing and explaining the testing effect in free recall for young children.

2014 ◽  
Vol 50 (4) ◽  
pp. 994-1000 ◽  
Author(s):  
Stacy L. Lipowski ◽  
Mary A. Pyc ◽  
John Dunlosky ◽  
Katherine A. Rawson
Keyword(s):  
Free Recall ◽  
Young Children ◽  
Testing Effect

The Modification of Hypernasality in Young Children

1984 ◽  
Vol 15 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Moya L. Andrews ◽  
Sarah J. Tardy ◽  
Lisa G. Pasternak
Keyword(s):  
Young Children ◽  
Voice Therapy

This paper presents an approach to voice therapy programming for young children who are hypernasal. Some general principles underlying the approach are presented and discussed.

Lexical Comprehension in Young Children With Developmental Delays

1994 ◽  
Vol 3 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Normal Development ◽  
Clinical Applications ◽  
Group Status ◽  
Novel Object ◽  
Related Information ◽  
Comprehension Skills ◽  
Lexical Items ◽  
Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

Eliciting Verbs From Children With Specific Language Impairment

1996 ◽  
Vol 5 (4) ◽  
pp. 17-30 ◽  
Author(s):  
Diane Frome Loeb ◽  
Clifton Pye ◽  
Sean Redmond ◽  
Lori Zobel Richardson
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Syntactic Complexity ◽  
Specific Language ◽  
Lexical Skills

The focus of assessment and intervention is often aimed at increasing the lexical skills of young children with language impairment. Frequently, the use of nouns is the center of the lexical assessment. As a result, the production of verbs is not fully evaluated or integrated into treatment in a way that accounts for their semantic and syntactic complexity. This paper presents a probe for eliciting verbs from children, describes its effectiveness, and discusses the utility of and problems associated with developing such a probe.

Productivity of Emerging Word Combinations in Toddlers With Specific Expressive Language Impairment

1997 ◽  
Vol 6 (4) ◽  
pp. 34-47 ◽  
Author(s):  
Steven H. Long ◽  
Lesley B. Olswang ◽  
Julianne Brian ◽  
Philip S. Dale
Keyword(s):  
Data Collection ◽  
Young Children ◽  
Language Impairment ◽  
Treatment Approach ◽  
Expressive Language ◽  
Semantic Consistency ◽  
Session Analysis

This study investigated whether young children with specific expressive language impairment (SELI) learn to combine words according to general positional rules or specific, grammatic relation rules. The language of 20 children with SELI (4 females, 16 males, mean age of 33 months, mean MLU of 1.34) was sampled weekly for 9 weeks. Sixteen of these children also received treatment for two-word combinations (agent+action or possessor+possession). Two different metrics were used to determine the productivity of combinatorial utterances. One metric assessed productivity based on positional consistency alone; another assessed productivity based on positional and semantic consistency. Data were analyzed session-by-session as well as cumulatively. The results suggest that these children learned to combine words according to grammatic relation rules. Results of the session-by-session analysis were less informative than those of the cumulative analysis. For children with SELI ready to make the transition to multiword utterances, these findings support a cumulative method of data collection and a treatment approach that targets specific grammatic relation rules rather than general word combinations.

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