THE EXPERIENTIAL FACILITATION OF MEMORY DEVELOPMENT IN THE HOME-ENVIRONMENT

Relationships among young children's home experiences, their memory kn owledge, and their memory-task performance were examined. The particip ants were 78 children in 2nd and 3rd grades and their families. The ch ildren were administered 2 study-recall memory tasks and a memory-know ledge questionnaire. Home experiences were assessed with data gathered during a home visit and from a parents' self-report questionnaire. Sp ecific home experiences that relate to the development of memory knowl edge and memory-task performance were identified. Regression analyses supported a hypothesized theoretical model in which the influence of h ome experiences on memory-task performance is, at least partially, a f unction of the relationship between parents' requirements for self-reg ulation and self-responsibility and the development of children's know ledge about memory requirements and memory strategies.