Props,not pictures,are worth a thousand words: verbal accessibility of early memories under different conditions of contextual support

When they are tested nonverbally, even young children demonstrate long-term recall. There have been few studies of whether early memories later are verbally accessible; the results of those that exist are mixed. Inconsistencies may be due to differences in the contextual cues provided at the time of recall. In two experiments, children 13–20 months were exposed to multi-step sequences and tested for nonverbal recall after 3–6 months. At age 3 years, they were tested verbally, under varying conditions of contextual support: in the original laboratory with event-related props versus at home with photographs of the props (Experiment 1), and at home with props (Experiment 2). Children younger than 20 months at initial experience of the events did not demonstrate verbal recall. Children who were 20 months at the initial exposure recalled verbally, as long as they had physical props as cues, regardless of whether testing took place at home or in the laboratory. This research informs the conditions under which memories from very early childhood later can be recalled verbally. Copyright © 2004 John Wiley & Sons, Ltd.     

Elementary Students’ Motivation to Read and Genre Preferences

Abstract

This study examines the psychometric properties of a reading motivation measure with a sample of upper elementary students in the United States (n?=?195). The research explores upper elementary students’ motivation to read, the amount/frequency of their reading in general, and their preferences for different text genres. Factor analyses support the validity and reliability of the SRQ-RM for upper elementary students in the United States, a tool not previously used with this population. This study also included a nuanced assessment of students’ genre preferences, which has implications for reading motivation and effective classroom instruction.     

Haptic dominance in form perception: vision versus proprioception.

An experiment placed vision and touch in conflict by the use of a mirror placed perpendicular to a letter display. The mirror induced a discrepancy in direction and form. Subjects touched the embossed tangible letters p, q, b, d, W, and M, while looking at them in a mirror, and were asked to identify the letters. The upright mirror produced a vertical inversion of the letters, and visual inversion of the direction of finger movement. Thus, subjects touched the letter p, but saw themselves touching the letter b in the mirror. There were large individual differences in reliance on the senses. The majority of the subjects depended on touch, and only one showed visual dominance. Others showed a compromise between the senses. The results were consistent with an attentional explanation of intersensory dominance.