| Abstract: | Free-recall learning and organization were measured for 3rd, 7th, and 11th graders under conditions which varied the type and amount of task structure. Task structure for the input or list-presentation phase was manipulated by using a random, constant, or alphabetic item sequence across trials. Task structure for the output or recall phase was manipulated by providing standard instructions or instructions which suggested the possible use of an alphabetic ordering scheme. Recall performance and organization showed an interaction between age and both manipulations of task structure. The 3rd graders required the maximal amount of task structure (alphabetic order with alphabetic instructions) to demonstrate recall facilitation relative to the completely unstructured control condition. The 7th graders showed recall facilitation for intermediate and high levels of task structure, and the 11th graders showed recall facilitation for low, intermediate, and high levels of task structure. The results are related to current hypotheses about developmental changes in recall performance and their relationship to changes in the systematic use of organizational strategies. |
