Le Developpement Precoce de la Memoire Specialisee

Loading...
Thumbnail Image
Penn collection
Journal Articles (Literacy.org)
Degree type
Discipline
Subject
memory
cognition
culture
development
specialization
Morocco
Bilingual, Multilingual, and Multicultural Education
Curriculum and Instruction
Early Childhood Education
Education
Educational Assessment, Evaluation, and Research
Educational Methods
International and Comparative Education
Language and Literacy Education
Funder
Grant number
License
Copyright date
Distributor
Related resources
Contributor
Abstract

The study of specialized memory skills has a relative long history in experimental psychology, particularly with research on adults who practice their mnemonic skills within particular domains. The present study was designed to investigate the development of specialized mnemonic skills among young children. The study was undertaken in Morocco, which provided a context where 350 6-7 year old children were selected in such a way which allowed contrasts in terms of: preschool experience (none vs. Quranic vs. modern preschool); environment (urban vs. rural); maternal language (Arabic vs. Berber); and gender. Six differenct memory tests were employed including 4 different tests of serial memory, 1 discourse memory task, and 1 pictorial memory task. Results indicated specific and positive effects of Quranic preschooling on serial memory, but not on other memory tests which were affected by urban environment and maternal language. It was concluded that: (1) memory skills in young children are susceptible to change as a function of social context and, in particular, pedagogical experiences; and (2) the consequences of such early experience are specific rather than general, and are linked to particular types of social practices and domains of cognitive activity.

Advisor
Date Range for Data Collection (Start Date)
Date Range for Data Collection (End Date)
Digital Object Identifier
Series name and number
Publication date
1987
Journal title
CPC (Cahiers de Psychologie Cognitive)
Volume number
Issue number
Publisher
Publisher DOI
Journal Issue
Comments
Recommended citation
Collection