scholarly journals Multilab Direct Replication of Flavell, Beach, and Chinsky (1966): Spontaneous Verbal Rehearsal in a Memory Task as a Function of Age

2021 ◽  
Vol 4 (2) ◽  
pp. 251524592110181
Author(s):  
Emily M. Elliott ◽  
Candice C. Morey ◽  
Angela M. AuBuchon ◽  
Nelson Cowan ◽  
Chris Jarrold ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Young Children ◽  
Memory Performance ◽  
Critical Role ◽  
Memory Task ◽  
Older Children ◽  
Continuous Increase ◽  
Verbal Rehearsal ◽  
Picture Memory ◽  
Spontaneous Production

Work by Flavell, Beach, and Chinsky indicated a change in the spontaneous production of overt verbalization behaviors when comparing young children (age 5) with older children (age 10). Despite the critical role that this evidence of a change in verbalization behaviors plays in modern theories of cognitive development and working memory, there has been only one other published near replication of this work. In this Registered Replication Report, we relied on researchers from 17 labs who contributed their results to a larger and more comprehensive sample of children. We assessed memory performance and the presence or absence of verbalization behaviors of young children at different ages and determined that the original pattern of findings was largely upheld: Older children were more likely to verbalize, and their memory spans improved. We confirmed that 5- and 6-year-old children who verbalized recalled more than children who did not verbalize. However, unlike Flavell et al., substantial proportions of our 5- and 6-year-old samples overtly verbalized at least sometimes during the picture memory task. In addition, continuous increase in overt verbalization from 7 to 10 years old was not consistently evident in our samples. These robust findings should be weighed when considering theories of cognitive development, particularly theories concerning when verbal rehearsal emerges and relations between speech and memory.

Age Effects in the Processing of Typical and Distinctive Faces

1995 ◽  
Vol 48 (2) ◽  
pp. 447-465 ◽  
Author(s):  
Robert A. Johnston ◽  
Hadyn D. Ellis
Keyword(s):  
Young Children ◽  
Recognition Memory ◽  
Memory Task ◽  
Age Effects ◽  
Decision Task ◽  
Older Children ◽  
Cognitive Architectures ◽  
Differential Processing ◽  
Four Dimensions ◽  
Adults And Children

Two experiments exploring the differential processing of distinctive and typical faces by adults and children are reported. Experiment 1 employed a recognition memory task. On three out of four dimensions of measurement, children of 5 years of age did not show an advantage for distinctive faces, whereas older children and adults did. In Experiment 2, however, subjects of all ages classified typical faces faster than distinctive ones in a face/non-face decision task: the 5-year-olds performed exactly as did adults and older children. The different patterns in performance between these two tasks are discussed in relation to possible cognitive architectures for the way young children represent faces in memory. Specifically, we examine two alternative architectures proposed by Ellis (1992) as precursors for Valentine's (1991a) multidimensional adult face-space and discuss whether implementations of these spaces should be based on a norm-based or an exemplar-based framework.

Why does relational binding improve across early childhood? Testing the effects of interference and sleep-filled delays

2020 ◽  
Author(s):  
Susan L. Benear ◽  
Chi Ngo ◽  
Ingrid R. Olson ◽  
Nora Newcombe
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Episodic Memory ◽  
Memory Performance ◽  
Age Groups ◽  
Developmental Period ◽  
Older Children ◽  
Spatiotemporal Information ◽  
Episodic Memories ◽  
Over Time

Episodic memory consists of distinctive experiences, with specific spatiotemporal information about what happened maintained over time. These memories typically share overlapping elements in distinctive combinations. In this study, we evaluated: (1) whether overlapping elements pose a differential challenge for younger children; and (2) whether a sleep-filled delay stabilizes or even improves children’s episodic memories, and if so, whether effects vary by age. We compared memory for unique and overlapping pairs of visual stimuli, presented once to 4- and 6-year-old children, tested immediately and after a 24-hour delay. As expected, older children outperformed younger children, and both age groups performed worse on overlapping pairs. However, overlapping elements were not differentially problematic for young children, and a sleep-filled delay in testing resulted in decrements in memory performance, for both age groups on both pair types. Despite overall differences in accuracy, important aspects of episodic memory are similar across this key developmental period.

scholarly journals The contribution of interference control for young children`s working memory performance: Insights from eye-tracking

2010 ◽  
Vol 3 (5) ◽  
Author(s):  
Claudia M. Roebers ◽  
Corinne Schmid ◽  
Thomas Roderer
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Young Children ◽  
Memory Performance ◽  
Memory Task ◽  
Experimental Manipulation ◽  
Fixation Time ◽  
Supporting Evidence ◽  
Interference Control ◽  
The Individual

In the present study, the role of visual attentional processes for working memory performance in a sample of 6-year-olds was investigated. This was done by combining an individual differences approach with an experimental manipulation: For the individual differences approach, participants were grouped based on their performance in a classical interference control task, and their working memory skills were systematically compared. For the experimental manipulation, the need to control interference while performing a working memory task was increased in one condition through presentation of distracting stimuli. In a between-subject design performance in this condition was contrasted with a control condition without distractors. Additionally, fixation time during stimuli presentation were quantified by tracking participants` gazes. Results revealed that children with higher interference control skills showed superior working memory performance. Increasing the need to inhibit attention towards task-irrelevant information through presentation of distractors decreased working memory performance. The present study offers supporting evidence for a close relationship between young children`s working memory and attention.

scholarly journals Memory Complaints and Prospective Memory Performance across the Lifespan

2011 ◽  
Vol 22 (1) ◽  
pp. 33-45
Author(s):  
Jacqueline Zöllig ◽  
Christine Sutter ◽  
Florentina Mattli ◽  
Anne Eschen
Keyword(s):  
Prospective Memory ◽  
Performance Measures ◽  
Memory Performance ◽  
Age Groups ◽  
Memory Task ◽  
Retrospective Memory ◽  
Older Children ◽  
Memory Complaints ◽  
Objective Performance ◽  
Objective Performance Measures

The frequency of prospective and retrospective memory failures from six age groups was gathered using the Prospective and Retrospective Memory Questionnaire (PRMQ). Objective performance measures were obtained with a laboratory prospective memory task. Findings revealed more prospective than retrospective memory complaints in all age groups except in young children. While overall reported memory failures were similar in the adult groups, fewer failures were reported for the two children groups. This might either be explained by a self-other rater bias or by the PRMQ not being well suited to assess memory failures of children. No correlations of complaints with performance measures were found in either age group except in older children for whom surprisingly more complaints were related to better performance.

scholarly journals Development of children’s use of external reminders for hard-to-remember intentions

2017 ◽  
Author(s):  
Jonathan Redshaw ◽  
Johanna Vandersee ◽  
Adam Bulley ◽  
Sam Gilbert
Keyword(s):  
Young Children ◽  
Primary School ◽  
Cognitive Load ◽  
Prospective Memory ◽  
Task Difficulty ◽  
Memory Performance ◽  
Older Children ◽  
Metacognitive Control ◽  
School Aged Children ◽  
Computerized Task

The current study explored under what conditions young children would set reminders to aid their memory for delayed intentions. A computerized task requiring participants to carry out delayed intentions under varying levels of cognitive load was presented to 63 children (aged between 6.9 and 13.0 years old). Children of all ages demonstrated metacognitive predictions of their performance that were congruent with task difficulty. Only older children, however, set more reminders when they expected their future memory performance to be poorer. These results suggest that most primary school-aged children possess metacognitive knowledge about their prospective memory limits, but that only older children may be able to exercise the metacognitive control required to translate this knowledge into strategic reminder setting.

scholarly journals Explaining the high working memory capacity of gifted children: 
 Contributions of processing skills and executive control

2018 ◽  
Author(s):  
Alexandre Aubry ◽  
Corentin Gonthier ◽  
Béatrice Bourdin
Keyword(s):  
Working Memory ◽  
Executive Control ◽  
Memory Performance ◽  
Working Memory Capacity ◽  
Critical Role ◽  
Memory Task ◽  
Memory Capacity ◽  
Gifted Children ◽  
Executive Attention ◽  
Intellectually Gifted

Intellectually gifted children tend to demonstrate especially high working memory capacity, an ability that holds a critical role in intellectual functioning. What could explain the differences in working memory performance between intellectually gifted and non-gifted children? We investigated this issue by measuring working memory capacity with complex spans in a sample of 55 gifted and 55 nongifted children. Based on prior studies, we expected the higher working memory capacity of intellectually gifted children to be driven by more effective executive control, as measured with the Attention Network Test. The findings confirmed that intellectually gifted children had higher working memory capacity than typical children, as well as more effective executive attention. Surprisingly, however, working memory differences between groups were not mediated by differences in executive attention. Instead, differences in processing time in the working memory task contributed to the high working memory capacity of gifted children.

Position and Axis Features in Young Children's Oblique Judgments: Partial Replication

1982 ◽  
Vol 55 (3_suppl) ◽  
pp. 1317-1318
Author(s):  
Anat Scher
Keyword(s):  
Young Children ◽  
Spatial Representation ◽  
Memory Task ◽  
Partial Replication ◽  
Older Children ◽  
Representation System ◽  
Mental Operations

26 6-yr.-old children were given a memory task in which they were asked to compare the orientation of oblique lines. The performance of the children suggests a spatial representation system similar to that of older children. The representation assigned to obliques within a square display is characterized by the coding of position and axis information. Orientation comparisons are based on matching the coded information. As mental operations are limited the young children often do not respond correctly.

scholarly journals Comparing scanpaths during scene encoding and recognition: A multi-dimensional approach

2012 ◽  
Vol 5 (4) ◽  
Author(s):  
Tom Foulsham ◽  
Richard Dewhurst ◽  
Marcus Nyström ◽  
Halszka Jarodzka ◽  
Roger Johansson ◽  
...  
Keyword(s):  
Eye Movements ◽  
Memory Performance ◽  
Memory Task ◽  
Comparison Method ◽  
Dimensional Approach ◽  
Picture Memory ◽  
Fixation Durations ◽  
Complex Stimuli ◽  
Multiple Dimensions ◽  
With Memory

Complex stimuli and tasks elicit particular eye movement sequences. Previous research has focused on comparing between these scanpaths, particularly in memory and imagery research where it has been proposed that observers reproduce their eye movements when recognizing or imagining a stimulus. However, it is not clear whether scanpath similarity is related to memory performance and which particular aspects of the eye movements recur. We therefore compared eye movements in a picture memory task, using a recently proposed comparison method, MultiMatch, which quantifies scanpath similarity across multiple dimensions including shape and fixation duration. Scanpaths were more similar when the same participant’s eye movements were compared from two viewings of the same image than between different images or different participants viewing the same image. In addition, fixation durations were similar within a participant and this similarity was associated with memory performance.

The Relationship Between Interoception and Metacognition

2016 ◽  
Vol 30 (2) ◽  
pp. 76-86 ◽  
Author(s):  
Judith Meessen ◽  
Verena Mainz ◽  
Siegfried Gauggel ◽  
Eftychia Volz-Sidiropoulou ◽  
Stefan Sütterlin ◽  
...  
Keyword(s):  
Memory Performance ◽  
Memory Task ◽  
Demographic Characteristics ◽  
Metacognitive Awareness ◽  
Interoceptive Awareness ◽  
Future Research ◽  
Heartbeat Perception ◽  
Interoceptive Accuracy ◽  
The Relationship

Abstract. Recently, Garfinkel and Critchley (2013) proposed to distinguish between three facets of interoception: interoceptive sensibility, interoceptive accuracy, and interoceptive awareness. This pilot study investigated how these facets interrelate to each other and whether interoceptive awareness is related to the metacognitive awareness of memory performance. A sample of 24 healthy students completed a heartbeat perception task (HPT) and a memory task. Judgments of confidence were requested for each task. Participants filled in questionnaires assessing interoceptive sensibility, depression, anxiety, and socio-demographic characteristics. The three facets of interoception were found to be uncorrelated and interoceptive awareness was not related to metacognitive awareness of memory performance. Whereas memory performance was significantly related to metamemory awareness, interoceptive accuracy (HPT) and interoceptive awareness were not correlated. Results suggest that future research on interoception should assess all facets of interoception in order to capture the multifaceted quality of the construct.

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