Knowledge, strategy, and motivational contributions to preschool children's object recall.

Abstract

This study examined the contributions of four individual difference predictors to preschool children's recall for object names. Measures of object knowledge (the Peabody Picture Vocabulary Test), conceptual tempo (the Kansas Reflection-Impulsivity Scale for Preschoolers [KRISP] error scores), strategic study period activities, and teacher ratings of children's mastery motivation were used to predict recall scores of 3- and 4-year-old children