| Abstract: | Presented 8 20-picture lists to 40 2nd and 40 4th graders, and each list followed by 3 test pairs, each pair repeating 2 list items. Ss were required to pick the item they had seen more recently on the list. Background color cues were provided, and half the Ss were instructed in using the cues to simplify the task. Difficulty of the recency judgments was also varied by increasing the separation between the 1st presentation of the tested items from 3 to 9 items. The wider the separation, the better the judgment of relative recency. On cue problems, training improved the performance of 2nd graders but not 4th graders. The developmental implications of the study are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
