Elicited Imitation Performance at 20 Months Predicts Memory Abilities in School-Aged Children

Autor/inn/en	Riggins, Tracy; Cheatham, Carol L.; Stark, Emily; Bauer, Patricia J.
Titel	Elicited Imitation Performance at 20 Months Predicts Memory Abilities in School-Aged Children
Quelle	In: Journal of Cognition and Development, 14 (2013) 4, S.593-606 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2012.689392
Schlagwörter	Imitation; Toddlers; Memory; Mnemonics; Longitudinal Studies; Standardized Tests; Recall (Psychology); Young Children; Regression (Statistics); Correlation; Age Differences; Language Skills; Individual Characteristics; Questionnaires; Child Behavior; Pictorial Stimuli; Cognitive Ability; Personality Traits; MacArthur Communicative Development Inventory; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Gedächtnis; Mnemotechnik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Standadised tests; Standardisierter Test; Abberufung; Frühe Kindheit; Regression; Regressionsanalyse; Korrelation; Age; Difference; Age difference; Altersunterschied; Language skill; Sprachkompetenz; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Fragebogen; Fantasieanregung; Denkfähigkeit; Individual characteristics
Abstract	During the first decade of life, there are marked improvements in mnemonic abilities. An important question from both a theoretical and applied perspective is the extent of continuity in the nature of memory during this period. The present longitudinal investigation examined declarative memory during the transition from toddlerhood to school age using both experimental and standardized assessments. Results indicate significant associations between immediate nonverbal recall at 20 months (measured by elicited imitation) and immediate verbal and nonverbal memory (measured by standardized and laboratory-based tasks) at 6 years in typically developing children. Regression models revealed this association was specific, as measures of language abilities and temperament were not predictive of later memory performance. These findings suggest both continuity and specificity within the declarative memory system during the first years of life. Theoretical and applied implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10