Model
Digital Document
Publisher
Florida Atlantic University
Description
First and third 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). Following recall, children
were given a list of four possible strategies and asked to
select which, if any, they used. Levels of organization were
high and undifferentiated for first and third graders with
the majority of children being unable to select accurately
the strategy used in class recall as reflected by organization
(ARC) scores. Furthermore, the distribution of subjects accurately
identifying a strategy in this task was no greater
than th2t of subjects in an earlier experiment who were asked
to describe the strategy they used. These results indicate
that although children demonstrate high levels of recall and
organization on this task, they do not show comparable abilities
in strategy awareness, and that this is not due merely to
their inability to produce a verbal response.
of their classmates. Organization of recall was assessed
with regard to structures in the classroom (e.g. , seating
arrangements, reading groups). Following recall, children
were given a list of four possible strategies and asked to
select which, if any, they used. Levels of organization were
high and undifferentiated for first and third graders with
the majority of children being unable to select accurately
the strategy used in class recall as reflected by organization
(ARC) scores. Furthermore, the distribution of subjects accurately
identifying a strategy in this task was no greater
than th2t of subjects in an earlier experiment who were asked
to describe the strategy they used. These results indicate
that although children demonstrate high levels of recall and
organization on this task, they do not show comparable abilities
in strategy awareness, and that this is not due merely to
their inability to produce a verbal response.
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