Related Experiment Video
Updated: May 14, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
Published on: April 28, 2016
Revisiting the effect of reminders on infants' media memories: does the encoding format matter?
Rachel Barr1, Natalie Brito, Gabrielle Simcock
1Department of Psychology, Georgetown University.
Abstract:
With the present research, the authors examined whether reminders could maintain 18-month-olds' memories generated from picture books and videos. Infants (N = 98) were shown a series of target actions in a picture book or on video. Either 24 hr or 2 weeks prior to a 4-week deferred imitation test, they were exposed to a reminder, a partial presentation of the original media demonstration. After both reminder delays, groups that received a video demonstration and a video reminder (video/video) performed significantly better than did the video-reminder-only control group (x/video), but groups that received a picture-book demonstration and a picture-book reminder (book/book) did not perform better than did the picture-book-reminder-only control (x/book). Additionally, if reminders did not veridically match the conditions of encoding (e.g., video demonstration and a book reminder, video/book or vice versa), infants also failed to perform better than controls. Theoretical implications for the understanding of long-term memory processing during early childhood and practical implications for early multimedia usage are discussed.
Related Concept Videos
Chunking and Rehearsal in Sensory Memory
Encoding
Automatic processing involves the encoding of details like time, space, frequency, and the meaning of words, usually done without conscious...
Serial Position Effect
Interference and Decay
Interference occurs when competing memories hinder the retrieval of particular information. It can be classified into two types: proactive and retroactive interference. Proactive...
Elaborative Rehearsals
The effectiveness of...
Framing Effects

