Memories of Structured Input Become Increasingly Distorted across Development

Autor/inn/en	Forest, Tess Allegra; Abolghasem, Zahra; Finn, Amy S.; Schlichting, Margaret L.
Titel	Memories of Structured Input Become Increasingly Distorted across Development
Quelle	In: Child Development, 94 (2023) 5, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Forest, Tess Allegra) ORCID (Finn, Amy S.) ORCID (Schlichting, Margaret L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13940
Schlagwörter	Child Development; Cognitive Development; Memory; Tests; Young Children; Adults; Urban Areas; Age Groups; Age Differences; Comparative Analysis; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Kindesentwicklung; Kognitive Entwicklung; Gedächtnis; Examination; Prüfung; Examen; Frühe Kindheit; Urban area; Stadtregion; Age grop; Altersgruppe; Age; Difference; Age difference; Altersunterschied; Ausland; Kanada
Abstract	Trajectories of cognitive and neural development suggest that, despite early emergence, the ability to extract environmental patterns changes across childhood. Here, 5- to 9-year-olds and adults (N = 211, 110 females, in a large Canadian city) completed a memory test assessing what they remembered after watching a stream of shape triplets: the particular sequence in which the shapes occurred and/or their group-level structure. After accounting for developmental improvements in overall memory, all ages remembered specific transitions, while memory for group membership was only observed in older children and adults (age by test-type interaction [eta-squared] = 0.05). Thus, while young children form memories for specifics of structured experience, memory for derived associations is refined later--underscoring that adults and young children form different memories despite identical experience. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01