Memory in Young Children
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The study by Gopnik and Graf (1988) of young children's memory for the sources of their beliefs reflects the continuing interest in "metamemory." Knowing the conditions under which an item in memory was acquired facilitates both the evaluation of that belief and memory performance related to that belief (Nisbett & Ross, 1980). An understanding of the processes involved in memory for the sources of beliefs begins with an assessment of the age at which such metamnemonic performance begins. Once the age of acquisition is established, however, it is necessary to address the structure of the skills that underlie that performance. Although the results of the Gopnik and Graf study provide information about age related changes in remembering the sources of beliefs, those results do little to illuminate the bases for the observed age differences. The study lacks the sort of theoretical foundation that permits prediction. A number of studies have demonstrated the developmental connection between insight and performance. The possession of an explicit retrieval strategy explains the gap in performance between younger and older school age children in remembering the names of class members (Bjorklund & Zeman, 1982). Younger and older children differ, as well, in their ability to employ mnemonic tactics (Fabricius & Wellman, 1983). In a long series of studies since he introduced the topic, Flavell and his colleagues have described and analyzed the relation between metac
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kinds of information about the contents of the drawers. The experimenter opened two of the drawers, so that the child could see the objects they contained. The experimenter told the child about the contents of two other drawers. Children were asked to infer the contents of two of the drawers; for the drawers containing a crayon and an egg, they were shown a crayon box and told that the items in the drawers belonged in such boxes. Some subjects were trained to distinguish these three types of information. After the child received the information about the contents of the drawer, he or she was asked to say what was in the drawer. Upon giving a correct answer, the child was asked how he or she knew the answer (the source question). After the presentation of the memory task and source questions, subjects were presented with the array of drawers, they were shown each object, and they were asked to identify the drawer in which the object belonged (the delayed condition).
The performance of the the 3 year olds was worse than the performance of the older children. Although they performed above chance level, 3 year olds answered fewer source questions correctly than did the 4 and 5 year olds within the main task and under
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Some common words found in the essay are:
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Approximate Word count = 1765
Approximate Pages = 7 (250 words per page)
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