Gain-Loss Framing Enhances Mnemonic Discrimination in Preschoolers

Autor/inn/en	Ngo, Chi T.; Newcombe, Nora S.; Olson, Ingrid R.
Titel	Gain-Loss Framing Enhances Mnemonic Discrimination in Preschoolers
Quelle	In: Child Development, 90 (2019) 5, S.1569-1578 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ngo, Chi T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13297
Schlagwörter	Memory; Mnemonics; Cognitive Processes; Age Differences; Young Children; Adults; Motivation; Preschool Children + Suchen Sie Ihr Suchwort? Gedächtnis; Mnemotechnik; Cognitive process; Kognitiver Prozess; Age; Difference; Age difference; Altersunterschied; Frühe Kindheit; psychologische; Motivation (psychologisch); Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Episodic memory relies on discriminating among similar elements of episodes. Mnemonic discrimination is relatively poor at age 4, and then improves markedly. We investigated whether motivation to encode items with fine-grain resolution would change this picture of development, using an engaging computer-administered memory task in which a bird ate items that made her healthier (gain frame), sicker (loss frame), or led to no change (control condition). Using gain-loss framing led to enhanced mnemonic discrimination in 4- and 5-year-olds, but did not affect older children or adults. Despite this differential improvement, age-related differences persisted. An additional finding was that loss-framing led to greater mnemonic discrimination than gain-framing across age groups. Motivation only partially accounts for the improvement in mnemonic discrimination. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01