Author Type

Graduate Student

Date of Award

1980

Document Type

Thesis

Publication Status

Version of Record

Submission Date

October 2026

Abstract

Kindergarten, second, and fifth graders were given 15 self-adhesive line drawings to affix on either (1) a simple scene, (2) a scrambled scene, (3) a blank sheet of paper, or (4) a sheet of paper divided into 15 squares. Recall of the objects was tested immediately and again after one week. In general, immediate recall was greater in the simple-scene condition than in all others for all grades tested. Recall in the scrambled condition was also greater than in the other two conditions for second and fifth graders, but not for the kindergarten children. The sheet divided into squares and the blank sheet conditions did not differ from each other at any time. The results for delayed recall were similar in that the condition with the simple scene yielded performance superior to all others. However, the scrambled condition no longer differed from the other two conditions. The results suggest the importance of assessing children's memory for information in conditions or backgrounds which approximate those found in the real world, and of the use of schematic or episodic organization by young children.

Extent

74 p.

Comments

FAU Electronic Theses and Dissertations Collection|Thesis (M.A.)--Florida Atlantic University, 1980.|Charles E. Schmidt College of Science|FAU Electronic Theses and Dissertations Collection

Identifier

FADT14030

Format

pdf

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