scholarly journals Sounds in the classroom: Auditory context-dependent memory in school-aged children

2020 ◽  
Vol 2 (1) ◽  
pp. 106-118
Author(s):  
Anna L. Ostendorf ◽  
Helge Schlüter ◽  
Ryan P. M. Hackländer
Keyword(s):  
Young Children ◽  
Contextual Information ◽  
Memory Performance ◽  
Spatial Location ◽  
Classroom Setting ◽  
Auditory Cues ◽  
School Aged Children ◽  
Context Dependent

AbstractContext-dependent memory (CDM) is the effect whereby information is retrieved more accurately in the presence of the contextual information that was present during encoding than in the absence of that contextual information. Most previous CDM experiments have focused on spatial location, but contexts such as sights, smells, and sounds have also been shown to be effective mnemonic cues, although the research is more limited. In relation to auditory contexts, much of the previous research has focused on music and on adults. We were interested in determining whether auditory CDM effects could be found in a classroom setting in school-aged children using background noises. Across two experiments we found that the reinstatement of the auditory context improved memory performance for 2nd, 3rd, and 5th grade students. Sounds, not just musical pieces, are stored in memory and can be effective contextual mnemonic cues. Further, (auditory) CDM effects can be found in young children. Teachers should be aware of the influence of contextual auditory cues in the classroom setting, and how this information is stored along with the focus of the teaching lesson.

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 Cyber-safety and COVID-19 in the early years: A research agenda

2021 ◽  
pp. 1476718X2110149
Author(s):  
Susan Edwards
Keyword(s):  
Young Children ◽  
Research Agenda ◽  
Internet Use ◽  
Early Years ◽  
The Internet ◽  
Children And Families ◽  
Internet Studies ◽  
School Aged Children ◽  
Cyber Safety ◽  
Primary And Secondary School

Young children aged birth to 5 years are known users of the internet, both unsupervised and in collaboration with adults. Adults also use the internet to share details of children’s lives with others, via sharenting and educational apps. During COVID-19 internet use by children and families rose significantly during periods of enforced stay-home. Internet use by children, and by adults on behalf exposes children to conduct, contact and content risks online. These risks mean that cyber-safety in the early years is increasingly necessary, especially concerning increased internet usage during COVID-19. While cyber-safety is well developed for primary and secondary-school aged children this is not the case for young children, their families and educators. This paper proposes a research agenda for cyber-safety in the early years, using critical constructivism and internet studies to define the internet as a non-unitary technology. Three main objects of study concerning cyber-safety in the early years, including the reference to COVID-19 are identified for targeted research, including: technologies, context and policy.

scholarly journals Individual differences in experienced and observational decision-making illuminate interactions between reinforcement learning and declarative memory

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Batel Yifrah ◽  
Ayelet Ramaty ◽  
Genela Morris ◽  
Avi Mendelsohn
Keyword(s):  
Decision Making ◽  
Reinforcement Learning ◽  
Declarative Memory ◽  
Contextual Information ◽  
Memory Performance ◽  
Relevant Information ◽  
Subjective Memory ◽  
Types Of Information ◽  
Reinforcement Learning Models ◽  
Implicit And Explicit

AbstractDecision making can be shaped both by trial-and-error experiences and by memory of unique contextual information. Moreover, these types of information can be acquired either by means of active experience or by observing others behave in similar situations. The interactions between reinforcement learning parameters that inform decision updating and memory formation of declarative information in experienced and observational learning settings are, however, unknown. In the current study, participants took part in a probabilistic decision-making task involving situations that either yielded similar outcomes to those of an observed player or opposed them. By fitting alternative reinforcement learning models to each subject, we discerned participants who learned similarly from experience and observation from those who assigned different weights to learning signals from these two sources. Participants who assigned different weights to their own experience versus those of others displayed enhanced memory performance as well as subjective memory strength for episodes involving significant reward prospects. Conversely, memory performance of participants who did not prioritize their own experience over others did not seem to be influenced by reinforcement learning parameters. These findings demonstrate that interactions between implicit and explicit learning systems depend on the means by which individuals weigh relevant information conveyed via experience and observation.

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.

On the Disruption of Visual Memory: Interference Produced by Visual Report Cues

1976 ◽  
Vol 28 (2) ◽  
pp. 193-202 ◽  
Author(s):  
Philip Merikle
Keyword(s):  
Visual Memory ◽  
Visual Cues ◽  
Spatial Location ◽  
Auditory Cues ◽  
Iconic Representation ◽  
Letter Target ◽  
Memory Interference ◽  
Level Of Processing

Report of single letters from centrally-fixated, seven-letter, target rows was probed by either auditory or visual cues. The target rows were presented for 100 ms, and the report cues were single digits which indicated the spatial location of a letter. In three separate experiments, report was always better with the auditory cues. The advantage for the auditory cues was maintained both when target rows were masked by a patterned stimulus and when the auditory cues were presented 500 ms later than comparable visual cues. The results indicate that visual cues produce modality-specific interference which operates at a level of processing beyond iconic representation.

Children's judgements of the functional acceptability of referential communications in discourse contexts

1983 ◽  
Vol 10 (1) ◽  
pp. 151-166 ◽  
Author(s):  
Brian P. Ackerman
Keyword(s):  
Short Stories ◽  
Young Children ◽  
Contextual Information ◽  
Discourse Context ◽  
Contextual Influence

ABSTRACTThis study determined whether young children are sensitive to the contextual influence of previous discourse on judgements of the adequacy of referential communications. Four- and six-year-old children were read short stories containing terminal referential communications that were either ambiguous or informative relative to a perceptual display of candidate-referential objects. Contextual information was given in the story prior to the terminal communication that was irrelevant to the ambiguous communications or that made these communications functionally informative. The subjects were required to say whether the listener in the story could identify one unique referent. The results showed that the judgements of both groups of children were sensitive to the discourse context of the communications. The children discriminated between the functionally informative and ambiguous communications.

The Coding of Spatial Location in Young Children

1994 ◽  
Vol 27 (2) ◽  
pp. 115-147 ◽  
Author(s):  
J. Huttenlocher ◽  
N. Newcombe ◽  
E.H. Sandberg
Keyword(s):  
Young Children ◽  
Spatial Location

Contextuele Afhankelijkheid Bij Beginnende Schrijvers

1988 ◽  
Vol 32 ◽  
pp. 7-19
Author(s):  
M.W. Aalderink
Keyword(s):  
Individual Differences ◽  
Cognitive Development ◽  
Young Children ◽  
Empirical Data ◽  
Oral Language ◽  
Theoretical Level ◽  
Contextual Dependency ◽  
Context Dependent ◽  
Beginning Writers

Compared with speaking, writing can be considered to be relatively context independent with regards to both process and product. Young children appear to have problems creating, without interactional support, a discourse that can function as a meaningful whole for a non-present reader. As a result their writing can be contextual dependent in some sense. In this article contextual dependency is discussed on a theoretical level and by illustrating it by means of an example of a seven year old writer. Possible relations between contextual dependency and both cognitive development and individual differences in oral language are considered, and some empirical data are presented that show how frequent and in which ways the texts of beginning writers can be context dependent. From this study it can be concluded that the textuality of young childrens' written products should be defined from the perspective of the child and considering the context in which they were written.

Long-term survivors of leukemia treated in infancy: factors associated with neuropsychologic status.

1992 ◽  
Vol 10 (7) ◽  
pp. 1095-1102 ◽  
Author(s):  
R K Mulhern ◽  
E Kovnar ◽  
J Langston ◽  
M Carter ◽  
D Fairclough ◽  
...  
Keyword(s):  
Young Children ◽  
Wilms Tumor ◽  
Lymphoblastic Leukemia ◽  
Memory Performance ◽  
Auditory Memory ◽  
Very Young Children ◽  
Cns Relapse ◽  
Neuropsychologic Testing ◽  
Long Term Survivors

PURPOSE Because of concerns about late toxicities of treatment among infants diagnosed with acute lymphoblastic leukemia (ALL), and especially the effects of cranial radiation therapy (CRT), we compared the functional and neuropsychologic status of 26 long-term survivors of ALL who were diagnosed in the first 24 months of life versus 26 children who were treated previously for Wilms' tumor. PATIENTS AND METHODS Of the children with ALL, CNS prophylaxis included no CRT in six, 18 Gy CRT in five, 20 Gy CRT in seven, and 24 Gy CRT in five. Three additional children experienced CNS relapse and received total CRT doses of 24, 40, and 44 Gy. All children received neuropsychologic testing; children with ALL also participated in diagnostic imaging studies. RESULTS As a group, the children who were treated for ALL did not differ significantly from those who were treated for Wilms' tumor on objective measures of global functional status. However, children treated for ALL had a significantly lower mean intelligence quotient (IQ) (87 v 96), poorer performance on four of six measures of visual and auditory memory, lower achievement with regard to arithmetic skills, and a greater frequency of special educational intervention than those who were treated for Wilms' tumor. IQ and auditory memory performance in the ALL group was correlated inversely with time since the completion of therapy and total CRT dose. CONCLUSIONS These results reinforce the contemporary trend of prophylactic CRT omission in very young children except for those who are at risk for CNS relapse. For infants and very young children who require CRT, evidence is presented that supports the approach for the delay of CRT until the child is older.

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