Assessment of Visual Memory and Learning by Selective Reminding Page: 9
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information about the nature of the subject's memory and
learning at the same time, with the same test. Selective
reminding also appears to resemble more closely the process
of memory and learning in a natural setting. It seems likely
that a person, setting out to learn something on his own,
will set aside parts of the material as they are learned and
concentrate his or her time and effort on that part which
has yet to be learned, rather than repeatedly going over the
entire set of material. Buschke (1974a, 1974b, 1974d; Buschke
& Fuld, 1974) proposed that his methods have significant
applications in the evaluation of learning disordered children
and neurological patients with disturbances of memory and
learning, in the investigation of the development of memory
and learning and its decline with aging, and in increasing
understanding of normal memory and learning.
Most of Buschke's research in developing the selective
reminding techniques and studying their properties used
young normal adults as subjects. However, some work has been
done using other subject groups. Buschke (1974a) used
selective reminding to analyze verbal learning in children.
Ten 8-year-old and eight 5-year-old children learned a list
of 10 animals by selective reminding. The 5-year-olds
showed slower acquisition than the 8-year-olds and also lower
recall, which was due to less effective retrieval from long
term storage. Ten third graders (mean age 8.5 years) and
10 adults (mean age 24.4 years) learned a list of 20 animals
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Cummins, Shirley Jean. Assessment of Visual Memory and Learning by Selective Reminding, dissertation, August 1983; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc330808/m1/17/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .