The following HTML text is provided to enhance online
readability. Many aspects of typography translate only awkwardly to HTML.
Please use the page image
as the authoritative form to ensure accuracy.
How People Learn: Brain, Mind, Experience, and School
short-term memory for remembering and for solving problems. Simon (1972) and others (e.g., Chi, 1978; Siegler, 1978; Klahr and Wallace, 1973) argued that development means overcoming information-processing constraints, such as limited short-term memory capacity. The crucial argument for developmental psychologists is whether young learners are particularly hampered by memory limitations and whether, compared with adults, they are less able to overcome general limitations through the clever use of strategies or by lack of relevant knowledge factors.
One view of learning in children is that they have a less memory capacity than adults. While there is no doubt that, in general, children’s learning and memory abilities increase with age, controversy surrounds the mechanisms that affect these changes. One view is that children’s short-term memory capacity, or the amount of mental space they have (M-space), increases as children mature (Pascual-Leone, 1988). With more mental space, they can retain more information and perform more complex mental operations. A complementary view is that the mental operations of older children are more rapid, enabling them to make use of their limited capacity more effectively (Case, 1992). If one holds either of these positions, one would expect relatively uniform improvement in performance across domains of learning (Case, 1992; Piaget, 1970).
A second view is that children and adults have roughly the same mental capacity, but that with development children acquire knowledge and develop effective activities to use their minds well. Such activities are often called strategies. There are a variety of well-known strategies that increase remembering, such as rehearsal (repeating items over and over), which tends to improve rote recall (Belmont and Butterfield, 1971); elaboration (Reder and Anderson, 1980), which improves retention of more meaningful units such as sentences; and summarization (Brown and Day, 1984), which increases retention and comprehension. These are just three of many strategies.
Perhaps the most pervasive strategy used to improve memory performance is clustering: organizing disparate pieces of information into meaningful units. Clustering is a strategy that depends on organizing knowledge. In a classic paper, Miller (1956) described the persistence of a phenomenon he called the “magical number 7 ± 2” in human mental processing. Given a list of numbers to remember, sounds (phonemes) to distinguish from one another, or a set of unrelated facts to recall, there is a critical change in performance at around seven items. Up to seven items (between five and nine, actually, hence Miller’s title), people can readily handle a variety of tasks; with more than seven, they simply cannot process them handily. People have developed ways around this memory constraint by organizing information, such as grouping together or “chunking” disparate elements into sets of letters, numbers, or pictures that make sense to them.
Known as the chunking effect, this memory strategy improves the per-