TY  - JOUR
A1  - Kurtz, Beth E.
A1  - Schneider, Wolfgang
T1  - The effects of age, study time, and importance of text units on strategy use and memory for texts
N2  - This study investigated study behavior and recall of a narrative text as a function of the reader's age, study time, and importance level of text units. Fifth graders, seventh graders, young- and older adults were asked to read a fairy tale, and do anything they liked to prepare for verbatim recall. Half of the subjects in each age group were assigned to an immediate recall condition; half were given additional study time. Examination of recall data showed that all subjects showed higher recall of important units in the text than unimportant units. This effect was independent of age and study time condition. Study behaviors varied significantly across age groups and study conditions: while adults underlined or took notes with equal frequency, children preferred note-taking as a study strategy. With additional study time, fifth graders, seventh graders, and older adults increased their strategic behavior; young adults did not.
KW  - Studienzeit
KW  - Lebensalter
KW  - Gedächtnis
Y1  - 1988
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87408
ER  - 
TY  - CHAP
A1  - Kurtz, Beth
A1  - Schneider, Wolfgang
A1  - Borkowski, John G.
A1  - Carr, Martha
A1  - Turner, Lisa A.
T1  - Sources of memory and metamemory development: Societal, parental, and educational influences
N2  - This project had two goals: (1) to examine the impact of strategy training on memory performance in German and American children, and (2) to search for environmental correlates of individual differences in cognitive processes. Following pretesting, 437 children were divided into training and control groups, with the former receiving training in clustering strategies. Trained children showed sizable strategy maintenance and transfer effects two weeks and six months later. Parents and teachers completed questionnaires about the teaching of strategies and their attributional beliefs about children's academic successes and failures. The differences in strategie behavior and attributions of German and American children were due, in part, to differences in strategy-enriched environments.
KW  - Psychologie
Y1  - 1988
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50524
ER  -