Age differences in, and consequences of, multiple- and variable-strategy use on a multitrial sort-recall task

Second-, 3rd-, and 4th-grade children were given 5 sort-recall trials with different sets of categorizable items. The authors assessed multiple-strategy use on each trial and related intertrial changes in strategy use to levels of recall. Multiple-strategy use increased with age but was observed at all grades. Fourth graders who used more strategies had higher recall, with this pattern occurring only on later trials for 2nd and 3rd graders. Children of all ages showed substantial intertrial variability in using multiple strategies. Stable-strategy use (few strategy changes across trials) was related to high levels of recall, both for individual and group data, and was associated with the use of different numbers of strategies at different ages. Results were interpreted in light of new research and theory postulating that multiple- and variable-strategy use is the rule rather than the exception in development and that strategies do not always facilitate task performance (utilization deficiencies).

Arithmetic · Cognitive psychology · Developmental psychology · Free recall · Recall · Recall test · sort · Task (project management · Variable (mathematics · Behavioral and Psychological Studies · Cognitive and developmental aspects of mathematical skills · Early Childhood Education and Development · Memory Processes and Influences · Psychology · Social Psychology

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