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DATA COLLECTION METHODS Memory and Recognition Tasks

المؤلف:  Nat Bartels

المصدر:  Applied Linguistics and Language Teacher Education

الجزء والصفحة:  P14-C1

2026-08-10

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DATA COLLECTION METHODS

Memory and Recognition Tasks

Memory tests were pioneered by deGroot (1965) and Chase & Simon (1973) in their studies on chess experts. They found that if they showed experts a picture of a chess board in the middle of a normal game for 5 seconds and then removed it‚ the chess experts could place all the pieces on a chess board as they were in the picture with great accuracy. However‚ when shown a picture of a chess board with pieces randomly placed‚ they were no better than chess novices. This difference was attributed to the chess masters’ well-developed schemata for chess positions. Similar results have been found in other domains such as electronics (Egan & Schwartz‚ 1979)‚ computer science (McKeithen‚ Reitman‚ Reuter & Hirtle‚ 1981) and music (Halpern & Bower‚ 1982). Recognition tasks have also revealed the superiority of experts’ schemata for more than memory. Allard and Burnett (1985) found that‚ when shown diverse pictures of a volleyball game‚ expert volleyball players were no better than novices at remembering features such as players‚ the referee or the ball‚ but they did notice the location of the ball much more quickly than novices. In the domain of education‚ Carter and her colleagues (1988) found that when shown slides of classroom situations‚ experienced teachers’ schemata showed evidence of deeper categorization than novice teachers’ schemata. For example‚ while novices talked about “students around a table”‚ experts saw “group work”. Research findings with this method have shown strong general trends‚ but it is not yet clear if such tasks can reveal specific‚ detailed data on teachers’ knowledge.