Ackerman B P, Silver D, Scobey L
Department of Psychology, University of Delaware, Newark 19716.
J Exp Child Psychol. 1990 Jun;49(3):399-427. doi: 10.1016/0022-0965(90)90067-i.
The four experiments concerned the relation between the difficulty of item identification processes, elaborative conceptual processing, and developmental differences in cued recall. Elaborative conceptual processing was manipulated by asking related ("How many are related?"), category ("How many are vehicles?"), and analytic ("How many usually carry freight?") orienting questions about four-word stimuli in which the words were categorically related (Bus-Airplane-Car-Train). The measures of elaborative processing were the speed and accuracy of question answers. Cued recall for the targets (Train) was assessed for one-word (Bus) or two-word (Bus-Airplane) cues, which were varied to determine if elaborative processing affected cue discriminability or constructability, or both. The difficulty of item identification was varied in several ways. In Experiment 1, the graphemic information was degraded in the acquisition stimuli, or the retrieval cues, or the stimulus words were intact. In Experiments 2 and 3, acquisition presentation time was varied and the stimuli were read by the experimenter or the subject. Experiment 4 featured pictures to determine generalizability. The results showed that elaborative conceptual processing facilitates recall. Most important, item identification processes limit elaborative conceptual processing for both words and pictures, and more for children than for college students.
