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Related Experiment Video

Updated: Jul 4, 2026

Measuring Neural Mechanisms Underlying Sleep-Dependent Memory Consolidation During Naps in Early Childhood

Measuring Neural Mechanisms Underlying Sleep-Dependent Memory Consolidation During Naps in Early Childhood

Published on: October 2, 2019

Children's note taking as a mnemonic tool.

Michelle Eskritt¹, Kellie McLeod

¹Department of Psychology, Mount Saint Vincent University, Halifax, Canada. thompson.1345@osu.edu

Journal of Experimental Child Psychology

|July 2, 2008

Summary

Children sometimes create unhelpful notes during memory tasks. This study found that children can learn to make effective notes, suggesting a knowledge gap rather than an inability to perform memory-related notation.

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Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

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Published on: April 28, 2016

Area of Science:

Cognitive Psychology
Developmental Psychology
Educational Psychology

Background:

Children's note-taking in memory tasks can be inconsistent, with some notes proving non-functional.
Understanding the factors influencing the production of useful notes is crucial for educational interventions.

Purpose of the Study:

To investigate the impact of task constraints on children's note-taking in memory tasks.
To determine if children's ability to produce functional notes is trainable and transferable.

Main Methods:

Experiment 1: Compared note-taking in easy vs. difficult memory tasks.
Experiment 2: Assessed the impact of minimal training on non-functional note production.
Experiment 3: Examined the transferability of trained note-taking skills to new tasks.

Main Results:

Functional notations were more common in easier memory tasks and improved performance.
Most children could produce functional notes after minimal training, with no performance difference compared to spontaneous note-takers.
Trained note-taking skills were transferable to novel memory tasks.

Conclusions:

Children's non-functional note-taking may stem from a lack of knowledge about what information to record or how to record it.
The ability to create functional notes is present in children and can be developed through targeted instruction.
Interventions focusing on representational knowledge can enhance children's note-taking effectiveness in memory tasks.