The Role of IQ, Expertise, and Motivation in The Recall of Familiar Information  

Oleh:

Schneider, Wolfgang ; Harnishfeger, Katherine Kipp ; Bernholtz, Jean E. ; Bjorklund, Barbara R. ; Cassel, William S. ; Bjorklund, David F.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Contemporary Educational Psychology vol. 17 no. 04 (Oct. 1992), page 340-355.
Topik: IQ; familiar information; motivation; expertise; IQ

Ketersediaan

Perpustakaan PKPM Nomor Panggil: C15 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

High and low IQ children in the first, third, and fifth grades performed two free recall tasks : a sort-recall task with sets of categorically related pictures, and a class-recall task, with children recalling the current members of their school class. All children were deemed to be experts concerning the composition of their school class, but, unlike experts in other domains, had no special motivation associated with their expertise. Recall and clustering on both tasks were high. The high IQ children performed better than low IQ children only on the sort-recall task. IQ was significantly correlated with measures of performance on the sort-recall task but not on the class-recall task. The results reflect the fact that the memory benefits associated with being an expert (here, elimination of IQ effects) are related to the greater knowledge the expert possesses and not to factors of motivation.

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