Diagrammatic Representation and Event Memory in Preschoolers
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| Title: | Diagrammatic Representation and Event Memory in Preschoolers |
|---|---|
| Language: | English |
| Authors: | Lambert, E. Beverley |
| Source: | Early Years: An International Journal of Research and Development. Mar 2007 27(1):65-75. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 11 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Preschool Education |
| Descriptors: | Recall (Psychology), Preschool Children, Memory, Interviews, Games, Verbal Communication, Freehand Drawing, Cognitive Processes, Problem Solving |
| DOI: | 10.1080/09575140601135155 |
| ISSN: | 0957-5146 |
| Abstract: | This study investigated the use of diagrammatic representation as an aid for recalling a past event for 30 4-5-year-olds in their preschool year prior to commencing primary school. The children were randomly placed into one of two groups: "talkers" (verbal memory) or "drawers" (diagrammatic memory). They were interviewed individually, both one day and one month after the event that involved making a much-needed tool for a game at their preschool. Both interviews were conducted by a familiar adult through three different levels of engagement--neutral, verbal and visual. Results showed that a combination of drawing and specific questioning ("verbal" level of engagement) facilitated better recall of detail than either drawing or talking independently. No significant differences regarding accuracy of responses were found between the two groups. (Contains 1 table.) |
| Abstractor: | As Provided |
| Number of References: | 49 |
| Entry Date: | 2008 |
| Accession Number: | EJ815535 |
| Database: | ERIC |
| Abstract: | This study investigated the use of diagrammatic representation as an aid for recalling a past event for 30 4-5-year-olds in their preschool year prior to commencing primary school. The children were randomly placed into one of two groups: "talkers" (verbal memory) or "drawers" (diagrammatic memory). They were interviewed individually, both one day and one month after the event that involved making a much-needed tool for a game at their preschool. Both interviews were conducted by a familiar adult through three different levels of engagement--neutral, verbal and visual. Results showed that a combination of drawing and specific questioning ("verbal" level of engagement) facilitated better recall of detail than either drawing or talking independently. No significant differences regarding accuracy of responses were found between the two groups. (Contains 1 table.) |
|---|---|
| ISSN: | 0957-5146 |
| DOI: | 10.1080/09575140601135155 |
