Explaining Variance in Long-Term Recall in 3- and 4-Year-Old Children: The Importance of Post-Encoding Processes

Autor/inn/en	Bauer, Patricia J.; Larkina, Marina; Doydum, Ayzit O.
Titel	Explaining Variance in Long-Term Recall in 3- and 4-Year-Old Children: The Importance of Post-Encoding Processes
Quelle	In: Journal of Experimental Child Psychology, 113 (2012) 2, S.195-210 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2012.05.006
Schlagwörter	Recall (Psychology); Long Term Memory; Young Children; Cognitive Processes; Role; Predictor Variables; Correlation + Suchen Sie Ihr Suchwort? Abberufung; Langzeitgedächtnis; Frühe Kindheit; Cognitive process; Kognitiver Prozess; Rollen; Prädiktor; Korrelation
Abstract	Long-term recall is influenced by what originally was encoded as well as by the efficacy of retrieval processes. The possible explanatory role of post-encoding processes by which initially labile memory traces are stabilized and integrated into long-term memory (i.e., consolidated) has received relatively less research attention. In the current research, we examined 3- and 4-year-old children's recall of multi-step event sequences immediately after seeing them modeled as a measure of encoding, 1 week later as a measure of the status of the memory trace post-encoding, and 1 month later as an assessment of long-term recall. We tested recall of events with three different levels of internal structure and with three different levels of support for retrieval. Measures of the post-encoding status of the memory trace explained significant variance in long-term recall when they were the sole predictors of performance, and they contributed unique variance in long-term recall even after accounting for the variance associated with encoding. The results imply that a complete explanation of forgetting during childhood must include not only roles for encoding and retrieval processes but also roles for post-encoding processes. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10