Abstract
Kotovsky and Simon (1973) identified four basic subprocesses in their computer simulation of adult and adolescent performance on Thurstone letter series completion problems. In Experiment I, children from Grades 1 to 6 were pretested on those problems, and then experimental subjects were trained on two of the four processes as an attempt to experimentally support a correspondence between the computer subroutines and human cognitive processes. A posttest administered in the experimental and control conditions revealed a significantly greater improvement for experimental subjects, although both groups made significant gains. The children's distributions of errors were consistent with Kotovsky and Simon's predictions. In Experiment II, children from Grades 3 and 5 took four series completion tests without intervening training. The additional practice was sufficient for Grade 5 subjects to make improvements similar in magnitude to those produced by training. Grade 3 subjects, however, made no gains. These results are related to Tulving and Pearlstone's (1966) distinction between the availability and the accessibility of memory traces.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have