Intraobject and Extraobject Memory Binding across Early Development

Autor/inn/en	Darby, Kevin P.; Sederberg, Per B.; Sloutsky, Vladimir M.
Titel	Intraobject and Extraobject Memory Binding across Early Development
Quelle	In: Developmental Psychology, 58 (2022) 7, S.1237-1253 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Darby, Kevin P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001355
Schlagwörter	Memory; Child Development; Developmental Stages; Color; Geometric Concepts; Age Differences; Cognitive Processes; Task Analysis; Computer Assisted Testing; Computer Software; Undergraduate Students; Preschool Children; Elementary School Students + Suchen Sie Ihr Suchwort? Gedächtnis; Kindesentwicklung; Colour; Farbbezeichnung; Farbe; Elementare Geometrie; Age; Difference; Age difference; Altersunterschied; Cognitive process; Kognitiver Prozess; Aufgabenanalyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	The ability to bind, or link, different aspects of an experience in memory undergoes protracted development across childhood. Most studies of memory binding development have assessed extraobject binding between an object and some external element such as another object, whereas little work has examined the development of intraobject binding, such as between shape and color features within the same object. In this work, we investigate the development of intra- and extraobject memory binding in five-year-olds, eight-year-olds, and young adults with a memory interference paradigm. Between two experiments, we manipulate whether stimuli are presented as coherent objects (Experiment 1: n[subscript 5-year-olds] = 32, 19 males, 13 females; n[subscript 8-year-olds] = 30, 15 males, 15 females; n[subscript adults] = 30, 15 males, 15 females), requiring intraobject binding between shape and color features, or as spatially separated features (Experiment 2: n[subscript 5-year-olds] = 24, 16 males, 8 females; n[subscript 8-year-olds] = 41, 19 males, 22 females; n[subscript adults] = 31, 13 males, 18 females), requiring extraobject binding. To estimate the contributions of different binding structures to performance, we present a novel computational model that mathematically instantiates the memory binding, forgetting, and retrieval processes we hypothesize to underlie performance on the task. The results provide evidence of substantial developmental improvements in both intraobject and extraobject binding of shape and color features between 5 and 8 years of age, as well as stronger intraobject compared with extraobject binding of features in all age groups. These findings provide key insights into memory binding across early development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01