Drawings as memory aids: optimising the drawing method to facilitate young children’s recall

Hdl Handle:
http://hdl.handle.net/10545/621196
Title:
Drawings as memory aids: optimising the drawing method to facilitate young children’s recall
Authors:
Barlow, Claire ( 0000-0001-5103-9851 ) ; Jolley, Richard P.; Hallam, Jenny ( 0000-0002-3978-1831 )
Abstract:
There has been supportive evidence of drawing facilitating young children’s event recall. The present study investigated whether additional event details are recalled if the interviewer uses interactive questions in response to information children have spontaneously drawn or verbally reported. Eighty 5- to 6-year-olds were shown a video clip of a novel event and were interviewed the following day. The children were randomly allocated to one of four recall conditions: tell-only, draw-and-tell, interactive draw-and-tell, and interactive tell-only. The children’s verbal reports were transcribed and scored on four different categories of recall: items (objects and people), actions, colours and sayings. The interactive draw-and-tell group recalled more correct information for items compared to the other three recall groups, without any accompanying increase in errors. We propose that drawing increases the opportunity for the interviewer to ask interactive questions, which in turn facilitates children’s accurate recall of item information.
Affiliation:
Staffordshire University
Citation:
Barlow, C. M. and Jolley, R. P. and Hallam, J. L. (2011) 'Drawings as memory aids: optimising the drawing method to facilitate young children’s recall'. Applied Cognitive Psychology, 25 (3). pp. 480-487. DOI: 10.1002/acp.1716
Publisher:
Wiley
Journal:
Applied Cognitive Psychology
Issue Date:
2010
URI:
http://hdl.handle.net/10545/621196
DOI:
10.1002/acp.1716
Additional Links:
http://onlinelibrary.wiley.com/doi/10.1002/acp.1716/full
Type:
Article
Language:
en
ISSN:
10990720
Appears in Collections:
Department of Life Sciences

Full metadata record

DC FieldValue Language
dc.contributor.authorBarlow, Claireen
dc.contributor.authorJolley, Richard P.en
dc.contributor.authorHallam, Jennyen
dc.date.accessioned2016-12-20T09:14:55Z-
dc.date.available2016-12-20T09:14:55Z-
dc.date.issued2010-
dc.identifier.citationBarlow, C. M. and Jolley, R. P. and Hallam, J. L. (2011) 'Drawings as memory aids: optimising the drawing method to facilitate young children’s recall'. Applied Cognitive Psychology, 25 (3). pp. 480-487. DOI: 10.1002/acp.1716en
dc.identifier.issn10990720-
dc.identifier.doi10.1002/acp.1716-
dc.identifier.urihttp://hdl.handle.net/10545/621196-
dc.description.abstractThere has been supportive evidence of drawing facilitating young children’s event recall. The present study investigated whether additional event details are recalled if the interviewer uses interactive questions in response to information children have spontaneously drawn or verbally reported. Eighty 5- to 6-year-olds were shown a video clip of a novel event and were interviewed the following day. The children were randomly allocated to one of four recall conditions: tell-only, draw-and-tell, interactive draw-and-tell, and interactive tell-only. The children’s verbal reports were transcribed and scored on four different categories of recall: items (objects and people), actions, colours and sayings. The interactive draw-and-tell group recalled more correct information for items compared to the other three recall groups, without any accompanying increase in errors. We propose that drawing increases the opportunity for the interviewer to ask interactive questions, which in turn facilitates children’s accurate recall of item information.en
dc.language.isoenen
dc.publisherWileyen
dc.relation.urlhttp://onlinelibrary.wiley.com/doi/10.1002/acp.1716/fullen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectDrawingen
dc.subjectMemoryen
dc.subjectCognitive psychologyen
dc.subjectChildrenen
dc.titleDrawings as memory aids: optimising the drawing method to facilitate young children’s recallen
dc.typeArticleen
dc.contributor.departmentStaffordshire Universityen
dc.identifier.journalApplied Cognitive Psychologyen
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