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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
PubMed
Summary
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Instructional and contextual effects on eternal memory strategy use in young children.

Journal of experimental child psychology·1997

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.