Author Type

Graduate Student

Date of Award

1983

Document Type

Thesis

Publication Status

Version of Record

Submission Date

October 2026

Abstract

This experiment was designed to examine the development of organizational strategies during the course of children's recall. First, third, and fifth grade children were asked to recall the names of their classmates. Organization of recall was assessed with regard to structures in the classroom (e.g., seating arrangements, reading groups). To determine if awareness of strategy use increased over the course of recall, some children were asked metamemory questions after recalling only six names, others after recalling 12 names, and a third group after recalling as many names as possible. Analyses of interitem latency data, clustering, and metamemory responses suggest that the highly organized retrieval in class recall is mediated by the activation of automatic relationships and not by the use of deliberate organizational strategies. The various associative relationships between names lead children to switch between different modes of organization. This process results in well structured recall, without requiring any conscious awareness.

Extent

45 p.

Comments

Thesis (M.A.)--Florida Atlantic University, 1983.|Thesis (M.A.)--Florida Atlantic University, 1983.

Identifier

FADT14173

Format

pdf

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