Effects of strategy training on black children's free recall, strategy maintenance, and transfer

Abstract

This study examined the effects of strategy training on children's strategy maintenance and generalization on 4 experimental days. Subjects were 66 black third grade children of low and high cognitive ability levels. Baseline measures were obtained on Day 1; training in the use of mnemonic strategies was done on Day 2; maintenance tasks were given on Day 3; and transfer tasks were given after an interval of several days. The main hypotheses that third graders of low and high cognitive ability trained with elaborated feedback would show (a) better recall and (b) better organization in recall, as measured by the adjusted ratio of clustering (ARC) on maintenance and transfer days, than similar comparison third graders trained with nonelaborated feedback were supported. This study attempted to replicate and extend findings of Paris, Newman, and McVey (1982), related to children's recall, clustering, and strategic study behavior.