Developmental Trends in the Abstraction and Recall of Relevant versus Irrelevant Thematic Information from Connected Verbal Materials.
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CHRISTIE, DANIEL J., and SCHUMACHER, GARY M. Developmental Trends in the Abstraction and Recall of Relevant versus Irrelevant Thematic Information from Connected Verbal Materials. CHILD DEVELOPMENT, 1975, 46, 598-602. Children from kindergarten, second, and fifth grade were presented verbally a passage containing an equal number of idea units which were relevant versus irrelevant to the main theme of a story. For all grade levels, relevant idea units were recalled to a greater extent than idea units irrelevant to the main theme. In addition, when recalling the passage, children tended to preserve the originally presented order of relevant idea units to a greater extent than irrelevant idea units. Results are discussed in light of Soviet research findings and the theoretical formulations of Piaget and Werner.
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