ISSN : 1229-0718
This study examined training effects and utilization deficiency in the development of elaboration strategy. Ninety 1st-, 3rd-, and 5th- grade children were sampled. And they were randomly assigned to training group or control group. All children performed four trials using different list with unrelated word pairs. At first trial, the baseline of recall was measured before training. One day after the first trial, training group were trained to use a verbal elaboration. And then all children received recall tests on second and third trials consecutively. Three days after the third trial, the fourth trial was carried to assess the maintenance of elaboration. Results showed that recall significantly increased after training. Third grade children used the strategy but did not gain benefit in recall relative to an earlier baseline at fourth trial. This result was discussed in terms of utilization deficiency.
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