Date of this Version
CPC (Cahiers de Psychologie Cognitive)
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.
memory, cognition, culture, development, specialization, Morocco
Wagner, Daniel A., "Le Developpement Precoce de la Memoire Specialisee" (1987). Journal Articles (Literacy.org). 28.
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, International and Comparative Education Commons, Language and Literacy Education Commons
Date Posted: 31 May 2018
This document has been peer reviewed.