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Developmental and intellectual differences in self-report and strategy use.

N W Bray¹, L F Huffman, K L Fletcher

¹Department of Psychology and Civitan International Research Center, University of Alabama at Birmingham, 35294-0021, USA. bray@uab.edu

Developmental Psychology

|September 24, 1999

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Children

Area of Science:

Cognitive Psychology
Developmental Psychology

Background:

Investigating children's memory strategy use is crucial for understanding cognitive development.
Self-report measures are common but their accuracy in children requires validation.
External memory strategies, like using objects, are observable and comparable to self-reports.

Purpose of the Study:

To examine the accuracy (veridicality) and responsiveness (reactivity) of children's self-reported memory strategies.
To compare self-reported strategies with observed strategies in a controlled task.
To assess strategy reporting in typical children and children with mild intellectual disabilities.

Main Methods:

Participants (7-17 years, typical and mild intellectual disability) used external memory strategies (object placement) during a recall task.

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Half of participants immediately self-reported their strategies after each trial.

Correlations between reported and observed strategy use were analyzed.

Main Results:

Strong positive correlations were found between reported and observed memory strategy use.
Self-reports were generally accurate but sometimes incomplete.
No significant impact of immediate self-reporting on strategy use or recall accuracy was observed.

Conclusions:

Children's self-reports of memory strategies are largely veridical and reactive.
The findings support a 'goal-sketch' mechanism, where less relevant strategies are underreported.
Self-report is a viable method for assessing children's memory strategy use, with considerations for completeness.