TY  - JOUR
A1  - Bjorklund, David F.
A1  - Schneider, Wolfgang
A1  - Cassel, William S.
A1  - Ashley, Elizabeth
T1  - Training and Extension of a Memory Strategy: Evidence for Utilization Deficiencies in the Acquisition of an Organizational Strategy in High- and Low-IQ Children
N2  - 143 9- and 10-year-oId children were classified into high- and Jow-IQ groups and given 4 different sort/recall lists (baseline, training, near [immediate] extension, far [l-week] extension) to assess training and extension of an organizational memory strategy. All children received categorized items of moderate typicality for Phases 1, 3, and 4. For Phase 2, children were assigned to either a training or control group, with half of the children in each group receiving category typical items and the others category atypical items. Levels of recall, sorting, and clustering were greater in Phase 2 for high-IQ children, for the typical lists, and for trained children. Both the high- and low-IQ children trained with typical items continued to show high levels of recall on the near extension phase. No group of subjects maintained high levels of recall after 1 week, although levels of sorting and/or clustering on the extension trials remained high for all groups of subjects except the low-IQ control children. This latter pattern (elevated sorting/clustering with low levels of recall) is an indication of a utilization deficiency, a phase in strategy development when children use a strategy but gain little or no benefit n performance. The results provide evidence for IQ, training, and material effects in the demonstration of a utilization deficiency.
KW  - Psychologie
Y1  - 1994
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62234
ER  - 
TY  - JOUR
A1  - Bjorklund, David F.
A1  - Schneider, Wolfgang
A1  - Harnishfeger, Katherine Kipp
A1  - Cassel, William S.
A1  - Bjorklund, Barbara R.
A1  - Bernholtz, Jean E.
T1  - The role of IQ, expertise, and motivation in the recall of familiar Information
N2  - High- and low-IQ children in the first, third, and fifth grades performed two free-recall tasks: a sort-recall task with sets of categorically related pictures, and a class-recall task, with children recalling the current members of their school class. All children were deemed to be experts concerning the composition of their school class, but, unlike experts in other domains, had no special motivation associated with their expertise. Recall and clustering on both tasks were high. The high-IQ children performed better than low-IQ children only on the sort-recall task. IQ was significantly correlated with measures of performance on the sort-recall task but not on the class-recall task. The results reflect the fact that the memory benefits associated with being an expert (here, elimination of IQ effects) are related to the greater knowledge the expert possesses and not to factors of motivation.
KW  - Psychologie
Y1  - 1992
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62204
ER  -