Self-reported memory strategies and their relationship to immediate and delayed text recall and working memory capacity
2014 (English)In: Education Inquiry, ISSN 2000-4508, Vol. 5, no 3, 385-404 p.Article in journal (Refereed) Published
The aim of this study was to examine the performance of fifth-grade children in the reproduction of the content of a new text - directly, after they had read it (immediate recall), and one week later (delayed recall) - and to investigate the relationship between performance, self-reported memory strategies, and working memory capacity (WMC). The results revealed that more complex strategies are associated with better performances, and that children with high WMC outperformed children with lower WMC in immediate and delayed text recall tasks. Hierarchical regression analyses showed that memory strategy and WMC are the strongest predictors for both immediate and delayed recall tasks. It is argued that self-reported memory strategies are possible to use as estimates of strategy proficiency. The awareness of the importance of memory strategies and children’s WMC in education are further discussed.
Place, publisher, year, edition, pages
Umeå: Umeå universitet , 2014. Vol. 5, no 3, 385-404 p.
working memory capacity, self-reported memory strategies, children, text recall
Research subject Psychology
IdentifiersURN: urn:nbn:se:umu:diva-85470DOI: 10.3402/edui.v5.22850OAI: oai:DiVA.org:umu-85470DiVA: diva2:693703