Reinstating Preschoolers' Memories

Effects of reinstatement were examined in 2½-year-olds' (Experiment 1) and 3½-year-olds' (Experiments 2 and 3) long-term retention. Children learned object-location pairings and, 3 weeks later, were provided with postevent information consistent with the originally acquired pairings. One w...

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Bibliographic Details
Published in:Developmental psychology 1993-09, Vol.29 (5), p.854-869
Main Authors: Howe, Mark L, Courage, Mary L, Bryant-Brown, Lynn
Format: Article
Language:English
Subjects:
Age Differences
Biological and medical sciences
Child development
Children & youth
Developmental psychology
Early Childhood Education
Forgetting
Fundamental and applied biological sciences. Psychology
Human
Human Information Storage
Infants
Long Term Memory
Memory
Preschool Children
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Recall (Psychology)
Reinforcement
Reminiscence
Retention
Social research
Trace Integrity Theory
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Summary:Effects of reinstatement were examined in 2½-year-olds' (Experiment 1) and 3½-year-olds' (Experiments 2 and 3) long-term retention. Children learned object-location pairings and, 3 weeks later, were provided with postevent information consistent with the originally acquired pairings. One week later (4 weeks since acquisition), children were given 4 test trials. Analyses based on the trace-integrity framework indicated that, regardless of age, reinstatement (a) improved children's long-term retention, (b) affected both forgetting and reminiscence, and (c) affected both storage and retrieval processes, in particular, inoculating memories against storage-related forgetting processes. Results were related to recent theories concerning the impact of postevent information on the reliability of storage and retrieval processes that mediate children's long-term recollections.
ISSN:0012-1649
1939-0599
DOI:10.1037/0012-1649.29.5.854