Howe, Mark L. (2006) Developmental invariance in distinctiveness effects in memory. Developmental Psychology, 42 (6). pp. 1193-1205. ISSN 0012-1649Full text not available from this repository.
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.
|Journal or Publication Title:||Developmental Psychology|
|Uncontrolled 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|
|Departments:||Faculty of Science and Technology > Psychology|
|Deposited On:||22 Feb 2012 12:34|
|Last Modified:||20 Mar 2016 01:20|
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