Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Developmental invariance in distinctiveness effects in memory
AU - Howe, Mark L.
PY - 2006/11
Y1 - 2006/11
N2 - Improvements in 5- and 7-year-olds' acquisition and retention of related concept pairings were examined when additional similarities and differences between pair members were provided. Using a standard paired-associate learning paradigm, children learned 18 related picture pairs; some of the children either were given or produced additional similarities or differences between pair members at the time of learning. Three weeks after learning was complete, children attempted to recall the pairs. Using a model to determine the storage and retrieval loci of these effects, the results showed that (a) all children benefited from self-generated elaborations, regardless of whether these were similarities or differences, and these benefits were storage related, and (b) difference elaborations improved children's retention regardless of whether they were self- or experimenter-generated, and these effects were primarily retrieval based. These results are consistent with theories that (a) view retrieval as the locus of distinctiveness effects and (b) view storage as the locus of self-generated memory improvements.
AB - Improvements in 5- and 7-year-olds' acquisition and retention of related concept pairings were examined when additional similarities and differences between pair members were provided. Using a standard paired-associate learning paradigm, children learned 18 related picture pairs; some of the children either were given or produced additional similarities or differences between pair members at the time of learning. Three weeks after learning was complete, children attempted to recall the pairs. Using a model to determine the storage and retrieval loci of these effects, the results showed that (a) all children benefited from self-generated elaborations, regardless of whether these were similarities or differences, and these benefits were storage related, and (b) difference elaborations improved children's retention regardless of whether they were self- or experimenter-generated, and these effects were primarily retrieval based. These results are consistent with theories that (a) view retrieval as the locus of distinctiveness effects and (b) view storage as the locus of self-generated memory improvements.
KW - distinctiveness effects in memory
KW - memory development
KW - long-term retention
KW - mathematical modeling
KW - SCRIPT-BASED STORIES
KW - CHILDRENS RETROACTIVE INTERFERENCE
KW - FALSE MEMORIES
KW - ATYPICAL ACTIONS
KW - RECOGNITION MEMORY
KW - CHILDHOOD AMNESIA
KW - CATEGORY NORMS
KW - YOUNG-CHILDREN
KW - AGE
KW - RECALL
U2 - 10.1037/0012-1649.42.6.1193
DO - 10.1037/0012-1649.42.6.1193
M3 - Journal article
VL - 42
SP - 1193
EP - 1205
JO - Developmental Psychology
JF - Developmental Psychology
SN - 0012-1649
IS - 6
ER -