Entwicklung Kumulativen Rehearsals als Gedächtnisstrategie

TL;DRAbstract

Rehearsal processes have been shown to undergo developmental changes between the age of 8 and 12. These changes can be observed both in terms of the implementation and the execution of rehearsal. In the course of the elementary school years and thereafter children show a transition from relatively passive to more active forms of rehearsal (i.e. cumulative rehearsal). The present dissertation contains two recently published longitudinal studies that employ rehearsal development between 8 and 10. The first study provides analyses about qualitative changes in rehearsal behavior, focusing on the characteristics of more sophisticated rehearsal usage. The second study evaluates quantitative changes in rehearsal behavior concerning the intensity of the adopted strategies when working on a free-recall task. Furthermore, a third study is conducted to examine the recall consequences of the observed qualitative and quantitative changes. The results of the threes studies reveal that rehearsal deve

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