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Related Experiment Video

Updated: Jun 14, 2026

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

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

Published on: April 28, 2016

First words and first memories.

Catriona M Morrison¹, Martin A Conway

¹Institute of Psychological Sciences, University of Leeds, England, United Kingdom. C.Morrison@leeds.ac.uk

|April 6, 2010

Summary

This summary is machine-generated.

Children recall earliest memories later than they learn associated words. This memory lag suggests conceptual knowledge formation is key to accessing childhood autobiographical memories.

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Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

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Last Updated: Jun 14, 2026

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

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

Published on: April 28, 2016

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

Published on: April 19, 2017

Area of Science:

Cognitive Psychology
Developmental Psychology
Neuroscience

Background:

Autobiographical memory development is crucial for self-identity.
Childhood amnesia limits recall of early life events.
Understanding memory retrieval mechanisms is essential.

Purpose of the Study:

Investigate the relationship between word acquisition and earliest autobiographical memory recall.
Determine if a systematic age difference exists between word learning and memory retrieval.
Explore the cognitive processes underlying this memory retrieval phenomenon.

Main Methods:

Two experiments involved participants recalling childhood memories cued by various word types.
Participants identified their earliest specific memory for each cue and reported their age at the event.
Data analyzed for systematic differences between age of memory recall and age of word acquisition.

Main Results:

A consistent finding showed earliest memory recall occurred systematically later than word acquisition.
This age lag was observed across different word types, acquisition timings, and participant age groups.
The effect held true for common objects, locations, activities, and emotions.

Conclusions:

The systematic lag suggests conceptual knowledge abstraction from episodic details is necessary for memory retrieval.
Word cues access memories only after conceptual knowledge is formed and linked to the word.
Findings offer insights into childhood amnesia and autobiographical memory development theories.