This research was supported in part by grants from the National Science Foundation (BCS-0217206 and 0519153) to the third author, as well as a Predoctoral Fellowship provided by the National Institute of Child Health and Human Development (T32-HD07376) through the Center for Developmental Science, UNC-CH, to the first author. We are grateful to the participating families, after-school directors, and students for supporting this project. In addition, we wish to thank Maria Finnegan, Ann Kelly, and Adrienne Smith for professional assistance, and Allison Mugno, Deborah Zimmerman, Amy Hedrick, Kathryn Howlett, Hillary Langley, Sheena Berry, Ben Cox, Hannah Kirby, Elizabeth Martin, Zach Martin, Lauren Martin, Cherelle McKnight, Rachel Reyes, and Lauren Upton for their assistance with data collection and coding.
The Effect of Teachers' Memory-Relevant Language on Children's Strategy Use and Knowledge
Version of Record online: 10 APR 2013
© 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.
Volume 84, Issue 6, pages 1989–2002, November/December 2013
How to Cite
Grammer, J., Coffman, J. L. and Ornstein, P. (2013), The Effect of Teachers' Memory-Relevant Language on Children's Strategy Use and Knowledge. Child Development, 84: 1989–2002. doi: 10.1111/cdev.12100
- Issue online: 11 NOV 2013
- Version of Record online: 10 APR 2013
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