Comparison of opportunities to respond and generation effect as potential causal mechanisms for incremental rehearsal with multiplication combinations.

Incremental rehearsal (IR) is an intervention with demonstrated effectiveness in increasing retention of information, yet little is known about how specific intervention components contribute to the intervention's effectiveness. The purpose of this study was to further the theoretical understanding of the intervention by comparing the effects of opportunities to respond (OTR) and generation demand on retention of multiplication combinations. Using a between subject 2 × 2 factorial design, 103 4th and 5th grade students were taught seven multiplication combinations using one of four versions of IR that orthogonally varied OTR (high versus low) and generation demands (high versus low). A two-way ANOVA revealed main effects for OTR, generation demands, and an interaction of the two factors. The effect of generation demands was large (d=1.31), whereas the overall effect of OTR was moderate (d=0.66). Critically, the two factors interacted, with the largest learning gains observed when OTR and generation demands were both high. The results of this study suggest that generation demand is an important factor in the effectiveness of rehearsal interventions.

Using cue words to investigate the distribution of autobiographical memories in childhood.

The cue-word technique is frequently used with adults to examine the distribution of autobiographical memories across the life span. Such studies demonstrate childhood amnesia: a paucity of memories of events from the first 3(1/2) years of life, and a gradually increasing number of memories from age 3 to age 7. The pattern is remarkable in light of findings of autobiographical competence among children in the period of life eventually obscured by this amnesia. In the present study, we modified the cue-word task for use with school-age children. Seven- to 10-year-olds successfully generated and dated memories of past events. Girls provided more complete narratives than boys. Across the sample, the resulting distribution of memories was better fit by an exponential than by a power function, implying that early memories may not consolidate and instead remain vulnerable to interference. Implications for explanations of childhood amnesia are discussed.