ABSTRACT
Introduction
Task factors such as presentation modality may contribute to observed differences in the use strategies. Studies that have manipulated task variables in order to reduce the amount of verbal processing, such as presenting pictures of to-be-remembered information, have shown increased strategy use (Ornstein, Medlin, Stone, & Naus, 1985). Strategy use may also be related to level of contextual support provided by the task. Gauvain (1993) contends material and symbolic tools may transform thinking. The availability of objects or tools (e.g., manipulatives) provides structure for how an individual attends to and remembers information and may influence the use of a strategy. In addition the effects of memory load or task difficulty may influence strategy use . The present study investigated the three interrelated task factors of presentation modality, availability of tools, and memory load in one task across the entire age range of school-aged children.
