Die Entwicklung itemspezifischer und relationaler Gedächtnisprozesse bei 4- und 6jährigen Kindern. = The development of item-specific and relational memory processes in 4 and 6-year-old children

Studied the role of knowledge in the performance of memory tasks by young children, and assessed the hypothesis that a developmental shift in knowledge utilization occurs between 4 yrs and 6 yrs. Human subjects: 240 preschool and schoolage children (aged 4–6 yrs) (kindergartners). Ss were presented with 3 series of photographs representing events (Christmas, being sick, washing oneself, or the swimming pool), objects in categories (fruit, vehicles, animals, or buildings), or events and categories of unrelated objects. Ss were asked to sort the photographs into categories under 20 different sets of conditions. The organization and relationships of objects under free, structured, and instructional reproduction conditions were examined according to age group. An analysis of variance (ANOVA) and other statistical tests were used. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Accession Number: 1991-72015-001. Translated Title: The development of item-specific and relational memory processes in 4 and 6-year-old children. Partial author list: First Author & Affiliation: Knopf, Monika; Max-Planck-Inst für Psychologische Forschung, Munich, Germany. Release Date: 19910301. Correction Date: 20160222. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: German. Major Descriptor: Classification (Cognitive Process); Cognitive Development; Knowledge Level; Memory. Minor Descriptor: Pictorial Stimuli. Classification: Cognitive & Perceptual Development (2820). Population: Human (10). Age Group: Childhood (birth-12 yrs) (100); Preschool Age (2-5 yrs) (160); School Age (6-12 yrs) (180). Page Count: 12. Issue Publication Date: 1990.