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Effects of word length on young children's memory performance
1Hiroshima University, Higashi, Japan. mkamei@hiroshima-u.ac.jp
Memory & Cognition
|August 16, 2001
Summary
The word length effect in young children was reduced when they could mentally rehearse words, suggesting auditory retention and phonological readout are key. This challenges existing models of word length effects in children.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Linguistics
Background:
- The standard model explaining word length effects in young children's memory is being re-evaluated.
- Gathercole and Hitch (1993) proposed alternative hypotheses regarding these effects.
Purpose of the Study:
- To investigate the role of subvocal rehearsal in word length effects in young children.
- To test hypotheses concerning the mechanisms underlying word length effects in early development.
Main Methods:
- Three experiments utilized serial recall tasks.
- The word presentation interval was manipulated to equalize subvocal repetition opportunities for long and short words.
- Participants included children aged 3-6 years and adults.
Main Results:
- The word length effect was significantly reduced in young children (3-6 years) with the adjusted presentation interval.
- Adult participants showed no significant change in the word length effect under the same manipulation.
- This indicates a developmental difference in how word length impacts memory recall.
Conclusions:
- The findings suggest that word length effects in young children are influenced by the ability to retain auditory information during inter-presentation intervals.
- Readout of phonological representations also appears to play a significant role in young children's memory for word length.
- The study provides evidence that memory mechanisms differ between young children and adults regarding word length effects.