THE EFFECTS OF COMPUTER GAMES AND LESSON CONTEXTS ON CHILDRENS MNEMONIC STRATEGIES

This study investigated how different contexts for learning affect the development of memory-enhancing strategies in children. In particular , the effect of embedding a memory task in a game context was examined using computer games. Children from 4 to 7 years old took part in one of two computer games (one exogenous and one endogenous; Lepper, 1985 ) and corresponding more formal ''lesson'' conditions (simply instruct ions to remember). The game contexts stimulated much greater observed rehearsal. At each age level the number of rehearsers nearly doubled. However, when covert rehearsal was also included, there was no such dr amatic effect. Rehearsers recalled more items than nonrehearsers in bo th contexts, but recall in the games was less than for the lessons. Wh ile the game conditions were more interesting to children, we speculat e that they may have been more difficult due to multiple goals and var ious distracting components. Thus the manipulation of task and interes t variables may be insufficient to elicit spontaneous rehearsal in chi ldren not otherwise so inclined. Individual differences among children and design-specific aspects of the situation must also be considered. (C) 1996 Academic Press, Inc.