The Role of Causal Theories about Memory in Young Children's Memory Strategy Choice

Abstract

FABRICIUs, WILLIAM V., and CAVALIER, LYNN. The Role of Causal Theories about Memory in Young Children's Memory Strategy Choice. CHILD DEVELOPMENT, 1989, 60, 298-308. An aspect of children's knowledge about memory strategies that has generally been overlooked in the metamemory literature involves children's notions about how memory strategies work to improve recall. The present study investigated 4-, 5-, and 6-year-olds' causal-explanatory conceptions about how a labeling strategy works. Children showed 2 types of conceptions, both of which increased with age. Perceptual/Behav-ioral conceptions referred to how labeling aided in acquiring information, and Mental conceptions referred to how labeling aided in subsequent processing of the information to keep it active. Of the remaining children, some knew that labeling improved recall, but they had no conception of how it worked, and others were not aware it improved recall. Only children with Mental conceptions adapted their use of a labeling strategy to the demands of a separate memory task given a week later; the other 3 groups did not differ in their use of labeling. Results are discussed in terms of the relation between children's acquisition of a labeling strategy and their developing theories of memory.