Depth of Processing and Recognition Memory Performance in First-, Third-, and Eighth-Graders

Abstract

First, third, and eighth graders performed physical features, rhyming, category and sentence fit orienting activities to different words presented on a projector screen. Under the Type I incidental learning paradigm, the children’s recognition performance was tested after the orienting activity. The category and sentence activities yielded better recognition than either the physical or rhyming activities. Age differences in recognition were absent, the effect of the four orienting activities in recognition were absent, the effect of the four orienting activities did not vary as a function of age. The orienting responses yes-no effect on recognition supports a direct extension of the adult depth of processing data to children’s memory performance.