The challenge of cognitive transfer ...
Type de document :
Partie d'ouvrage: Chapitre
URL permanente :
Titre :
The challenge of cognitive transfer revisited: Strategies of order memory in 7-year-old children
Auteur(s) :
Marchandise, Patrice [Auteur]
Mansy-Dannay, Annie [Auteur]
Guerrien, Alain [Auteur]
Psychologie : Interactions, Temps, Émotions, Cognition (PSITEC) - ULR 4072
Clerc, Jérôme [Auteur]
Mansy-Dannay, Annie [Auteur]
Guerrien, Alain [Auteur]
Psychologie : Interactions, Temps, Émotions, Cognition (PSITEC) - ULR 4072
Clerc, Jérôme [Auteur]
Éditeur(s) ou directeur(s) scientifique(s) :
Chen, Ruoling
Titre de l’ouvrage :
Cognitive Development. Theories, Stages and Processes and Challenges
Titre du fascicule / de la collection :
Psychology research progress
Pagination :
77-96
Éditeur :
Nova Science Publishers
Lieu de publication :
Hauppauge New York
Date de publication :
2014
ISBN :
978-1-63117-604-3
Discipline(s) HAL :
Sciences cognitives
Résumé en anglais : [en]
Cognitive strategies and memory strategies are rather well-transferred in school-age children however, whether these higher-order cognitive memory skills transfer remains unanswered. Recently, researchers introduced a ...
Lire la suite >Cognitive strategies and memory strategies are rather well-transferred in school-age children however, whether these higher-order cognitive memory skills transfer remains unanswered. Recently, researchers introduced a distinction between memory for items and memory for their order. Based on Marshuetz’s synthesis of five specific processes of order memory; we deduced five strategies. We hypothesized that children would proficiently use one or more of strategies provided they have the opportunity to practice them during their training. Forty-three 7 to 8-years-old children receiving explicit, implicit or no training tried to retain order. The training used motor activities and tested children in motor and non-motor exercises. Near and far transfer occurred in the trained groups. We also discuss the role of training on transfer, pointing out the benefits of exercising memory for order and the necessity of adapting tools for measuring this kind of memory.Lire moins >
Lire la suite >Cognitive strategies and memory strategies are rather well-transferred in school-age children however, whether these higher-order cognitive memory skills transfer remains unanswered. Recently, researchers introduced a distinction between memory for items and memory for their order. Based on Marshuetz’s synthesis of five specific processes of order memory; we deduced five strategies. We hypothesized that children would proficiently use one or more of strategies provided they have the opportunity to practice them during their training. Forty-three 7 to 8-years-old children receiving explicit, implicit or no training tried to retain order. The training used motor activities and tested children in motor and non-motor exercises. Near and far transfer occurred in the trained groups. We also discuss the role of training on transfer, pointing out the benefits of exercising memory for order and the necessity of adapting tools for measuring this kind of memory.Lire moins >
Langue :
Anglais
Audience :
Internationale
Vulgarisation :
Non
Établissement(s) :
Université de Lille
Équipe(s) de recherche :
Education & Société
Date de dépôt :
2020-09-14T10:33:13Z
2021-12-08T09:44:49Z
2021-12-08T09:44:49Z