Monika Knopf and Michael R Waldmann (1991)

Die Rolle von Ereignisschemata beim Lernen im Vorschulalter. = The role of event schemas in preschool learning

Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 23(3):181-196.

Studied the role of schematic knowledge in preschoolers' memory of familiar events. Focus was on determining preschool children's access to different types of event knowledge. Human Ss: 80 normal male and female West German preschool children (aged 4 yrs) (nursery school students); 80 normal male and female West German preschool children (aged 6 yrs) (nursery school students). Ss were presented with 4 picture stories involving different types of event knowledge. Free recall and visual recognition were used to assess memory of various aspects of the stories. Age differences were determined. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Accession Number: 1992-85269-001. Translated Title: The role of event schemas in preschool learning. Partial author list: First Author & Affiliation: Knopf, Monika; Max-Planck-Inst für Psychologische Forschung, Munich, Germany. Release Date: 19920101. Correction Date: 20160222. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: German. Major Descriptor: Age Differences; Experiences (Events); Knowledge Level; Memory; Schema. Classification: Cognitive & Perceptual Development (2820). Population: Human (10). Age Group: Childhood (birth-12 yrs) (100); Preschool Age (2-5 yrs) (160); School Age (6-12 yrs) (180). Methodology: Empirical Study. Page Count: 16. Issue Publication Date: 1991.

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