Memory-strategy learning and maintenance in preschool children.

Abstract

This study examined preschool children's abilities to maintain the use of a newly learned organization study-recall strategy in tasks administered immediately after training and 3 and 7 days after training. Thirty-six 4- and 5-year-olds were assigned to training and control conditions after performing study-recall tasks in a baseline session. Training included demonstration and practice in using the strategy, encouragement to apply the strategy in new tasks, a rationale for strategy use, feedback about strategy effectiveness, and incentive for effortful performance