The development of organized rehearsal

The purpose of this research was to evaluate the development or organization strategies in rehearsal processes. First-grade (age 7 years), third-grade (age 9 years), and fifth-grade (age 11 years) children were exposed to a memory task which involved multiple overt rehearsal and recall phases. The children were either free to rehearse any words from a taxonomically structured list or they were taught to rehearse in categories. The recall phase was either free or categorically cued. The number of repetitions in rehearsal increased only as a function of age. All of the independent variables facilitated the amount of organized rehearsal and the amount of retention. Children at all ages were able to maximize the relative amount of organized rehearsal when rehearsal was cued. The correlational analysis of the dependent variables indicated that for young children the quantity of rehearsal was linked to retention, but for older children the quality of rehearsal was related to retention. The results were interpreted as demonstrating the bases for production inefficiencies.