Miki Yuzawa

Effects of word length on young children’s memory performance

The standard working model that accounts for word length effects in young children has been questioned. This study explored two hypotheses suggested by Gathercole and Hitch (1993). In three experiments with serial recall tasks, the word presentation interval was adjusted so that participants could repeat both long and short words subvocally the same number of times in the intervals between the words presented. As a result, among children from 3 to 6 years of age, the word length effect was significantly reduced, whereas the same manipulation of the word presentation interval did not affect the word length effect in adults. These results suggest that the word length effects in young children reflect the process of retaining auditory information in the interval between presentations as well as readout of the phonological representation.

Development of the ability to judge relative areas: Role of the procedure of placing one object on another

Abstract This study examined the role of the cognitive procedure of superimposition in the development of an area concept. Forty-five children from age 4 to 6 were presented with target squares or rectangles and asked to choose one that was equal to two standard rectangles in area. In the perceptual judgment condition, children compared these figures just by looking; whereas, in the manipulative judgment condition, they placed the standard figures on the targets. Children were also asked to compare the sizes of geometric figures, and their spontaneous strategies were observed. The children performed better under the manipulative judgment condition than under the perceptual judgment condition, and their performance was facilitated when one target could be overlapped completely with the standard figures. Each of these facilitating effects was found independently of the other only in children who used the strategy of superimposition spontaneously for comparing sizes.

YOUNG CHILDREN'S CHANGE IN STRATEGIES OF SIZE COMPARISON: EFFECTS OF STRATEGY EVALUATION '

This study examined how young children change their strategies for comparing sizes. 33 5- and 6-yr.-old children were asked to compare the sizes of geometric figures, and their strategies were observed. Children in experimental conditions were also asked to evaluate presented strategies for comparing geometric figures, and half of the children were provided with feedback on the evaluation. Analysis showed children provided with feedback on evaluation showed increased use of the strategy of placing one figure on another.