Developmental Changes in Apportionment of Study Time Among Clustered Items in a Multitrial Free Recall Task.

This study investigated children's developmental differences in adopting a clustering strategy while studying items for later recall. The central focus was on developmental differences in the efficient use of study strategies, rather than clustering in recall per se. Twenty-four third- and fifth-graders and 12 college students were given a series of study and recall trials using pictures from the Peabody Picture Vocabulary Test. Each trial consisted of a 45-second study period followed by recall. Prior to recall on trials 2, 3, and 4, each subject was allowed to select one-third of the items for study. It was found that the clustering of items selected by the individual for study was an effective recall strategy for all three age groups. (CS)