Developmental and Intellectual Differences in Self-Report and Strategy Use
The veridicality and reactivity of children's self-report of covert and overt memory strategies were investigated in a task allowing a direct comparison of self-report and the strategy observed. External memory strategies (e.g., moving objects) were investigated with 7-, 9-, 11-, and 17-year-ol...
Gespeichert in:
| Veröffentlicht in: | Developmental psychology 1999-09, Vol.35 (5), p.1223-1236 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 1236 |
|---|---|
| container_issue | 5 |
| container_start_page | 1223 |
| container_title | Developmental psychology |
| container_volume | 35 |
| creator | Bray, Norman W Huffman, Lisa F Fletcher, Kathryn L |
| description | The veridicality and reactivity of children's self-report of covert and overt memory strategies were investigated in a task allowing a direct comparison of self-report and the strategy observed. External memory strategies (e.g., moving objects) were investigated with 7-, 9-, 11-, and 17-year-old typical children and 11- and 17-year-old children with mild mental retardation. Participants placed objects in specified spatial locations after hearing sequences of tape-recorded sentences. After each trial, half of the children immediately reported the strategy used. There were strong positive correlations between the frequency of reported strategy use and observed strategy use. Self-reports were accurate but not always complete. There was no effect of the self-reporting procedure on measures of verbal strategies, external memory strategies, and accuracy of recall. Children were less likely to report strategies not related to recall; these results are compatible with a "goal-sketch" mechanism. |
| doi_str_mv | 10.1037/0012-1649.35.5.1223 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_70050558</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ595680</ericid><sourcerecordid>57379026</sourcerecordid><originalsourceid>FETCH-LOGICAL-a531t-759fbccf6d14c25a1f67e0c767d396f9d46fabaa6d74a4d47ea53e3cbcc2d0733</originalsourceid><addsrcrecordid>eNqF0ttu1DAQBmALgehSeAIQijhdkcWOT-tL1BZoVQmJ0mtr1h6jVNkktZ1K-_Z4yapAxeHKiucbe5I_hDxldMko1-8oZU3NlDBLLpdyyZqG3yMLZripqTTmPlncigPyKKWr8ii4kQ_JAaPCcCVWC3J2jDfYDeMG-wxdBb2vTvuMXYcuT2XjuA0BI_YOU9X21QV2of6C4xDzD3uRI2T8tq0uEz4mDwJ0CZ_s10Ny-eHk69Gn-vzzx9Oj9-c1SM5yraUJa-eC8ky4RgILSiN1WmnPjQrGCxVgDaC8FiC80Fj6kLvS03iqOT8kb-ZzxzhcT5iy3bTJlZGhx2FKVlMqqZSr_0KpuTa0UQW-uAOvhin25SWsKp9MUKXZv1DTCCmEWpmCXv4NMW2YprJcWRSflYtDShGDHWO7gbi1jNpdtnaXnN0lZ7m00u6yLV3P92dP6w36X3rmMAt4tQeQHHQhQu_a9NMZUZQs7NnMMLbutnpyJo1UK1rKb-cyjGDHtHUQc-s6TG6K5UfI1uPNb1O9_jO_474DXWnPKQ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>614340671</pqid></control><display><type>article</type><title>Developmental and Intellectual Differences in Self-Report and Strategy Use</title><source>MEDLINE</source><source>EBSCOhost APA PsycARTICLES</source><source>Periodicals Index Online</source><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><creator>Bray, Norman W ; Huffman, Lisa F ; Fletcher, Kathryn L</creator><contributor>Dannemiller, James L</contributor><creatorcontrib>Bray, Norman W ; Huffman, Lisa F ; Fletcher, Kathryn L ; Dannemiller, James L</creatorcontrib><description>The veridicality and reactivity of children's self-report of covert and overt memory strategies were investigated in a task allowing a direct comparison of self-report and the strategy observed. External memory strategies (e.g., moving objects) were investigated with 7-, 9-, 11-, and 17-year-old typical children and 11- and 17-year-old children with mild mental retardation. Participants placed objects in specified spatial locations after hearing sequences of tape-recorded sentences. After each trial, half of the children immediately reported the strategy used. There were strong positive correlations between the frequency of reported strategy use and observed strategy use. Self-reports were accurate but not always complete. There was no effect of the self-reporting procedure on measures of verbal strategies, external memory strategies, and accuracy of recall. Children were less likely to report strategies not related to recall; these results are compatible with a "goal-sketch" mechanism.</description><identifier>ISSN: 0012-1649</identifier><identifier>EISSN: 1939-0599</identifier><identifier>DOI: 10.1037/0012-1649.35.5.1223</identifier><identifier>PMID: 10493648</identifier><identifier>CODEN: DEVPA9</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Adolescent ; Adolescents ; Age Differences ; Biological and medical sciences ; Child ; Child clinical studies ; Child development ; Child psychology ; Children ; Cognition & reasoning ; Comparative Analysis ; Development ; Developmental Disabilities - diagnosis ; Developmental disorders ; Differences ; Female ; Human ; Humans ; Intellectual ability ; Intellectual deficiency ; Intellectual Development Disorder ; Intellectual Disability - diagnosis ; Intellectual Disability - psychology ; Intelligence ; Learning Strategies ; Male ; Medical sciences ; Memory ; Mental Recall ; Mental Retardation ; Metacognition ; Psychology. Psychoanalysis. Psychiatry ; Psychopathology. Psychiatry ; Self Concept ; Self-Report ; Spatial Organization ; Strategies ; Strategy Choice ; Visuospatial Memory</subject><ispartof>Developmental psychology, 1999-09, Vol.35 (5), p.1223-1236</ispartof><rights>1999 American Psychological Association</rights><rights>1999 INIST-CNRS</rights><rights>Copyright American Psychological Association Sep 1999</rights><rights>1999, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a531t-759fbccf6d14c25a1f67e0c767d396f9d46fabaa6d74a4d47ea53e3cbcc2d0733</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,777,781,27850,27905,27906,30980,30981</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ595680$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=1946485$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/10493648$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Dannemiller, James L</contributor><creatorcontrib>Bray, Norman W</creatorcontrib><creatorcontrib>Huffman, Lisa F</creatorcontrib><creatorcontrib>Fletcher, Kathryn L</creatorcontrib><title>Developmental and Intellectual Differences in Self-Report and Strategy Use</title><title>Developmental psychology</title><addtitle>Dev Psychol</addtitle><description>The veridicality and reactivity of children's self-report of covert and overt memory strategies were investigated in a task allowing a direct comparison of self-report and the strategy observed. External memory strategies (e.g., moving objects) were investigated with 7-, 9-, 11-, and 17-year-old typical children and 11- and 17-year-old children with mild mental retardation. Participants placed objects in specified spatial locations after hearing sequences of tape-recorded sentences. After each trial, half of the children immediately reported the strategy used. There were strong positive correlations between the frequency of reported strategy use and observed strategy use. Self-reports were accurate but not always complete. There was no effect of the self-reporting procedure on measures of verbal strategies, external memory strategies, and accuracy of recall. Children were less likely to report strategies not related to recall; these results are compatible with a "goal-sketch" mechanism.</description><subject>Adolescent</subject><subject>Adolescents</subject><subject>Age Differences</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child clinical studies</subject><subject>Child development</subject><subject>Child psychology</subject><subject>Children</subject><subject>Cognition & reasoning</subject><subject>Comparative Analysis</subject><subject>Development</subject><subject>Developmental Disabilities - diagnosis</subject><subject>Developmental disorders</subject><subject>Differences</subject><subject>Female</subject><subject>Human</subject><subject>Humans</subject><subject>Intellectual ability</subject><subject>Intellectual deficiency</subject><subject>Intellectual Development Disorder</subject><subject>Intellectual Disability - diagnosis</subject><subject>Intellectual Disability - psychology</subject><subject>Intelligence</subject><subject>Learning Strategies</subject><subject>Male</subject><subject>Medical sciences</subject><subject>Memory</subject><subject>Mental Recall</subject><subject>Mental Retardation</subject><subject>Metacognition</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychopathology. Psychiatry</subject><subject>Self Concept</subject><subject>Self-Report</subject><subject>Spatial Organization</subject><subject>Strategies</subject><subject>Strategy Choice</subject><subject>Visuospatial Memory</subject><issn>0012-1649</issn><issn>1939-0599</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1999</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>K30</sourceid><sourceid>7QJ</sourceid><recordid>eNqF0ttu1DAQBmALgehSeAIQijhdkcWOT-tL1BZoVQmJ0mtr1h6jVNkktZ1K-_Z4yapAxeHKiucbe5I_hDxldMko1-8oZU3NlDBLLpdyyZqG3yMLZripqTTmPlncigPyKKWr8ii4kQ_JAaPCcCVWC3J2jDfYDeMG-wxdBb2vTvuMXYcuT2XjuA0BI_YOU9X21QV2of6C4xDzD3uRI2T8tq0uEz4mDwJ0CZ_s10Ny-eHk69Gn-vzzx9Oj9-c1SM5yraUJa-eC8ky4RgILSiN1WmnPjQrGCxVgDaC8FiC80Fj6kLvS03iqOT8kb-ZzxzhcT5iy3bTJlZGhx2FKVlMqqZSr_0KpuTa0UQW-uAOvhin25SWsKp9MUKXZv1DTCCmEWpmCXv4NMW2YprJcWRSflYtDShGDHWO7gbi1jNpdtnaXnN0lZ7m00u6yLV3P92dP6w36X3rmMAt4tQeQHHQhQu_a9NMZUZQs7NnMMLbutnpyJo1UK1rKb-cyjGDHtHUQc-s6TG6K5UfI1uPNb1O9_jO_474DXWnPKQ</recordid><startdate>19990901</startdate><enddate>19990901</enddate><creator>Bray, Norman W</creator><creator>Huffman, Lisa F</creator><creator>Fletcher, Kathryn L</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>HAGHG</scope><scope>JILTI</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7QJ</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>K7.</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7X8</scope></search><sort><creationdate>19990901</creationdate><title>Developmental and Intellectual Differences in Self-Report and Strategy Use</title><author>Bray, Norman W ; Huffman, Lisa F ; Fletcher, Kathryn L</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a531t-759fbccf6d14c25a1f67e0c767d396f9d46fabaa6d74a4d47ea53e3cbcc2d0733</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1999</creationdate><topic>Adolescent</topic><topic>Adolescents</topic><topic>Age Differences</topic><topic>Biological and medical sciences</topic><topic>Child</topic><topic>Child clinical studies</topic><topic>Child development</topic><topic>Child psychology</topic><topic>Children</topic><topic>Cognition & reasoning</topic><topic>Comparative Analysis</topic><topic>Development</topic><topic>Developmental Disabilities - diagnosis</topic><topic>Developmental disorders</topic><topic>Differences</topic><topic>Female</topic><topic>Human</topic><topic>Humans</topic><topic>Intellectual ability</topic><topic>Intellectual deficiency</topic><topic>Intellectual Development Disorder</topic><topic>Intellectual Disability - diagnosis</topic><topic>Intellectual Disability - psychology</topic><topic>Intelligence</topic><topic>Learning Strategies</topic><topic>Male</topic><topic>Medical sciences</topic><topic>Memory</topic><topic>Mental Recall</topic><topic>Mental Retardation</topic><topic>Metacognition</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychopathology. Psychiatry</topic><topic>Self Concept</topic><topic>Self-Report</topic><topic>Spatial Organization</topic><topic>Strategies</topic><topic>Strategy Choice</topic><topic>Visuospatial Memory</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Bray, Norman W</creatorcontrib><creatorcontrib>Huffman, Lisa F</creatorcontrib><creatorcontrib>Fletcher, Kathryn L</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Periodicals Index Online Segment 12</collection><collection>Periodicals Index Online Segment 32</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access & Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access & Build (Plan A) - APAC</collection><collection>Primary Sources Access & Build (Plan A) - Canada</collection><collection>Primary Sources Access & Build (Plan A) - West</collection><collection>Primary Sources Access & Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - Midwest</collection><collection>Primary Sources Access & Build (Plan A) - North Central</collection><collection>Primary Sources Access & Build (Plan A) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>ProQuest Criminal Justice (Alumni)</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><collection>MEDLINE - Academic</collection><jtitle>Developmental psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Bray, Norman W</au><au>Huffman, Lisa F</au><au>Fletcher, Kathryn L</au><au>Dannemiller, James L</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ595680</ericid><atitle>Developmental and Intellectual Differences in Self-Report and Strategy Use</atitle><jtitle>Developmental psychology</jtitle><addtitle>Dev Psychol</addtitle><date>1999-09-01</date><risdate>1999</risdate><volume>35</volume><issue>5</issue><spage>1223</spage><epage>1236</epage><pages>1223-1236</pages><issn>0012-1649</issn><eissn>1939-0599</eissn><coden>DEVPA9</coden><abstract>The veridicality and reactivity of children's self-report of covert and overt memory strategies were investigated in a task allowing a direct comparison of self-report and the strategy observed. External memory strategies (e.g., moving objects) were investigated with 7-, 9-, 11-, and 17-year-old typical children and 11- and 17-year-old children with mild mental retardation. Participants placed objects in specified spatial locations after hearing sequences of tape-recorded sentences. After each trial, half of the children immediately reported the strategy used. There were strong positive correlations between the frequency of reported strategy use and observed strategy use. Self-reports were accurate but not always complete. There was no effect of the self-reporting procedure on measures of verbal strategies, external memory strategies, and accuracy of recall. Children were less likely to report strategies not related to recall; these results are compatible with a "goal-sketch" mechanism.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><pmid>10493648</pmid><doi>10.1037/0012-1649.35.5.1223</doi><tpages>14</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0012-1649 |
| ispartof | Developmental psychology, 1999-09, Vol.35 (5), p.1223-1236 |
| issn | 0012-1649 1939-0599 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_70050558 |
| source | MEDLINE; EBSCOhost APA PsycARTICLES; Periodicals Index Online; Applied Social Sciences Index & Abstracts (ASSIA) |
| subjects | Adolescent Adolescents Age Differences Biological and medical sciences Child Child clinical studies Child development Child psychology Children Cognition & reasoning Comparative Analysis Development Developmental Disabilities - diagnosis Developmental disorders Differences Female Human Humans Intellectual ability Intellectual deficiency Intellectual Development Disorder Intellectual Disability - diagnosis Intellectual Disability - psychology Intelligence Learning Strategies Male Medical sciences Memory Mental Recall Mental Retardation Metacognition Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Self Concept Self-Report Spatial Organization Strategies Strategy Choice Visuospatial Memory |
| title | Developmental and Intellectual Differences in Self-Report and Strategy Use |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-18T07%3A18%3A58IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Developmental%20and%20Intellectual%20Differences%20in%20Self-Report%20and%20Strategy%20Use&rft.jtitle=Developmental%20psychology&rft.au=Bray,%20Norman%20W&rft.date=1999-09-01&rft.volume=35&rft.issue=5&rft.spage=1223&rft.epage=1236&rft.pages=1223-1236&rft.issn=0012-1649&rft.eissn=1939-0599&rft.coden=DEVPA9&rft_id=info:doi/10.1037/0012-1649.35.5.1223&rft_dat=%3Cproquest_cross%3E57379026%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=614340671&rft_id=info:pmid/10493648&rft_ericid=EJ595680&rfr_iscdi=true |