Home > Research > Publications & Outputs > Developmental invariance in distinctiveness eff...

Research

Links

Text available via DOI:

Keywords

View graph of relations

Developmental invariance in distinctiveness effects in memory

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

Developmental invariance in distinctiveness effects in memory. / Howe, Mark L.
In: Developmental Psychology, Vol. 42, No. 6, 11.2006, p. 1193-1205.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Howe, ML 2006, 'Developmental invariance in distinctiveness effects in memory', Developmental Psychology, vol. 42, no. 6, pp. 1193-1205. https://doi.org/10.1037/0012-1649.42.6.1193

APA

Howe, M. L. (2006). Developmental invariance in distinctiveness effects in memory. Developmental Psychology, 42(6), 1193-1205. https://doi.org/10.1037/0012-1649.42.6.1193

Vancouver

Howe ML. Developmental invariance in distinctiveness effects in memory. Developmental Psychology. 2006 Nov;42(6):1193-1205. doi: 10.1037/0012-1649.42.6.1193

Author

Howe, Mark L. / Developmental invariance in distinctiveness effects in memory. In: Developmental Psychology. 2006 ; Vol. 42, No. 6. pp. 1193-1205.

Bibtex

@article{69cea616eccb42eaa8bb5036b278f100,
title = "Developmental invariance in distinctiveness effects in memory",
abstract = "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.",
keywords = "distinctiveness effects in memory, memory development, long-term retention, mathematical modeling, SCRIPT-BASED STORIES, CHILDRENS RETROACTIVE INTERFERENCE, FALSE MEMORIES, ATYPICAL ACTIONS, RECOGNITION MEMORY, CHILDHOOD AMNESIA, CATEGORY NORMS, YOUNG-CHILDREN, AGE, RECALL",
author = "Howe, {Mark L.}",
year = "2006",
month = nov,
doi = "10.1037/0012-1649.42.6.1193",
language = "English",
volume = "42",
pages = "1193--1205",
journal = "Developmental Psychology",
issn = "0012-1649",
publisher = "American Psychological Association Inc.",
number = "6",

}

RIS

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 -