1. Repeating on or copying the first answer heard in answering a question. 
In all subjects without any exception, when ever the teacher asked a question, once any pupil answer an answer, all the children repeated on the same answer without checking if the answer was correct or not. When the teacher asked them to reconsider the answer since it was not correct the children would be at a lost. A great effort of different guiding questions had to be applied before the correct answer could be extract from one of the pupils. Not always these efforts bore the desired result. 
2. Retaining irrelevant details in the long-term memory in a story comprehension.
Once a week we gathered the children from Nursery, Kindergarten and sometimes Primary 1 for an hour of storytelling. The story books were for children with big pictures. Many of them contain only 8 pages. The teacher would repeat each page of the story twice, explaining it also in the mother tongue. After finishing the story, the teacher would ask questions on the story.  Each question referred to a specific event in the story. Only children from Kindergarten 1 and 2 and primary 1 could answer. But they always started to tell the whole story from the beginning, answering the question with irrelevant details. It happened also in Primary 1 during other lessons, when it came to comprehension such as text in English and science. It took repetitive efforts and instructions to let them understand what details were relevant to the question and the answer. It seemed that their brains were tuned only to reciting. They were unable to make the appropriate selection of information from their memory to be processed and used it for answering a specific question.
There are three main steps in answering a question:
First, it demands remembering the story.
Second, it demands selecting between irrelevant and relevant details.
Third, it demands processing the relevant details into sequentially of details organized in coherent sentences.
Reciting demands only the first stage.