This study assessed the relationship between second and fifth graders' strategy use and performance on the Digit Span subtest of the Wechsler Intelligence Scale for Children-Revised (Wechsler, 1974). Verbal reports and observations were used to assess each subject's cognitive processes on the Digit Span tasks and to relate each subject's metamemorial knowledge to task performance. In addition, the relationship between response latency (time used to begin recall of digit series and time used to recall digit series) and performance on Digits Backward was investigated Fifth graders reported using more complex strategies than second graders. Second graders were observed to use rehearsal more on Digits Backward. Grouping predicted the performance for second graders on the Digit Span tasks while rehearsal and grouping predicted the performance of fifth graders on Digit Span tasks. Response latency was related to performance on Digits Backward for both grades, with a longer recall time on latter trials positively predicting performance While not a major focus of study, there were gender differences in performance. Overall, females performed better than males on Digits Backward; and, they also had a higher mean Digit Span scaled score than males. Females were observed using rehearsal more often than males on Digits Backward / acase@tulane.edu
| Identifer | oai:union.ndltd.org:TULANE/oai:http://digitallibrary.tulane.edu/:tulane_27318 |
| Date | January 1992 |
| Contributors | Adams, Sheila Burton (Author), Moely, Barbara E (Thesis advisor) |
| Publisher | Tulane University |
| Source Sets | Tulane University |
| Language | English |
| Detected Language | English |
| Rights | Access requires a license to the Dissertations and Theses (ProQuest) database., Copyright is in accordance with U.S. Copyright law |
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