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How semantic organisation influences primary school children’s working memory

Giofré, D and Carretti, B and Belacchi, C (2017) How semantic organisation influences primary school children’s working memory. Journal of Cognitive Psychology. ISSN 2044-5911

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Giofrè, Carretti, Belacchi_2017_How semantic organisation influences primary school children’s working memory.pdf - Accepted Version
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Abstract

The present study focuses on the semantic organisation of material in working memory. We developed a new measure in which students memorised unrelated words from lists. In our study, we manipulated the association between words in the lists. The material was organised so as to elicit a semantic organisation (categorical and thematic). The task was then administered to a group of 6–10-year-old children. The semantic organisation of the material prompted a better recall, which depended on the type of semantic organisation. In the same vein, the number of intrusion errors was influenced by the semantic links between words and was higher when words in the list were associated categorically. These results seemed to depend partly on the participants’ age, being evident only in the younger children. © 2016 Informa UK Limited, trading as Taylor & Francis Group

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Cognitive Psychology on 09/01/17, available online: http://www.tandfonline.com/10.1080/20445911.2016.1270950
Uncontrolled Keywords: 1701 Psychology, 1702 Cognitive Science
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: Natural Sciences and Psychology
Publisher: Taylor & Francis
Date Deposited: 10 Mar 2017 10:31
Last Modified: 13 Sep 2017 10:22
DOI or Identification number: 10.1080/20445911.2016.1270950
URI: http://researchonline.ljmu.ac.uk/id/eprint/5850

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