Relations between task structure and developmental changes in children's use of spatial clustering strategies

Two experiments investigated how the supportiveness of the task influences children's use of spatial clustering strategies. Experiment 1 documented developmental differences in 6‐, 8‐ and 10‐year‐olds' use of spatial clustering in a tour‐planning and in a free recall task. Children hid objects in a dollhouse and later recalled the objects or planned a tour of the objects. Ten‐year‐olds, but not 6‐ and 8‐year‐olds, who planned the tour showed more spatial clustering than did their counterparts who performed the standard free recall task. Experiment 2 investigated transfer of spatial clustering strategies from the more supportive tour‐planning task to the free recall task. Eight‐ and 10‐year‐olds again hid objects in the dollhouse and then performed a tour‐planning or a free recall task. Immediately afterward, all children performed a free recall of the objects. Ten‐year‐olds, but not 8‐year‐olds, who performed the tour‐planning task first showed significantly more spatial clustering in their subsequent free recall than did their counterparts who performed the free recall task first. Discussion focuses on factors that lead to developmental changes in children's ability to apply their spatial clustering skills to different tasks.