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Related Experiment Videos

Changes across age groups in self-choice elaboration and incidental memory.

Hiroshi Toyota1, Tomoko Tatsumi

  • 1Department of Psychology, Nara University of Education, Nara City, Japan.

Perceptual and Motor Skills
|June 5, 2003
PubMed
Summary

Children

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Incidental memory refers to memory for information encountered without specific intent to remember.
  • Elaboration strategies, where individuals process information more deeply, can enhance memory recall.
  • Prior research suggests that active engagement with material improves learning outcomes.

Purpose of the Study:

  • To compare the effectiveness of self-choice elaboration versus experimenter-provided elaboration on incidental memory in children.
  • To investigate age-related differences in memory performance based on elaboration type.
  • To examine how sentence frame congruity influences recall in different elaboration conditions.

Main Methods:

  • Participants: 34 second graders and 25 sixth graders.
  • Procedure: Children engaged in either self-choice elaboration (selecting sentence frames) or experimenter-provided elaboration (judging congruity).
  • Memory Assessment: Free and cued recall tasks were used to measure incidental memory for target words within sentence frames.

Main Results:

  • Sixth graders showed better recall than second graders in the self-choice elaboration condition, particularly with bizarre sentence frames.
  • No significant age difference in recall was observed for the experimenter-provided elaboration condition.
  • Self-choice elaboration improved sixth graders' cued recall performance compared to experimenter-provided elaboration, regardless of sentence type.

Conclusions:

  • The effectiveness of self-choice elaboration on memory is dependent on the child's age.
  • Experimenter-provided elaboration did not yield significant age-related differences in recall performance.
  • Active choice in elaborating information enhances memory more effectively for older children (sixth graders) than younger children (second graders).

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