Developmental changes in assessing recall and recognition memory capacity

Joel R. Levin, Steven R. Yussen, Michael Pressley, Thomas M. de Rose

Research output: Contribution to journalArticlepeer-review

27 Scopus citations


32 1st graders, 32 5th graders, and 32 college students were asked to predict how many orally presented nouns they would later be able to (a) recall or (b) recognize. Based on a "task familiarity" argument, it was anticipated that quite different developmental patterns would be obtained on the 2 tasks. As expected, large developmental differences in prediction accuracy emerged on the recall task but not on the recognition task. Following actual task experience and feedback concerning performance, Ss at all ages made more accurate predictions about a hypothetical 2nd list even though the original developmental patterns still remained. (17 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)608-615
Number of pages8
JournalDevelopmental psychology
Issue number6
StatePublished - Nov 1 1977


  • developmental changes, assessment of recall & recognition memory capacity, 1st vs 5th graders vs college students


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