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Storage

A schema is a mental framework that helps individuals organize and interpret information. Schemata, formed from previous experiences, influence how we process new information: how we encode it, the inferences we make, and how we retrieve it. For instance, a schema for what a typical classroom looks like might include desks, a teacher's desk, a whiteboard, and students in such an environment. This expectation helps us quickly understand and navigate new classrooms without needing to analyze each...
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The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to exist...
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Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...
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Related Experiment Video

Updated: May 10, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

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

Published on: April 28, 2016

Infants hierarchically organize memory representations.

Rebecca D Rosenberg1, Lisa Feigenson

  • 1Department of Psychology, Denison University, Granville, OH 43023, USA. rosenbergr@denison.edu

Developmental Science
|June 22, 2013
PubMed
Summary
This summary is machine-generated.

Infants can organize information hierarchically in working memory, creating

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Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Neuroscience

Background:

  • Working memory capacity is limited throughout development.
  • Adults use chunking to expand working memory, but infant abilities are less understood.
  • The capacity for hierarchical memory organization in infants remains largely unknown.

Purpose of the Study:

  • To investigate the limits of chunking in 14-month-old infants.
  • To determine if infants can form hierarchical memory structures ('superchunks').

Main Methods:

  • A manual search task was used to assess infant memory for hidden objects.
  • Memory load and chunking cues were manipulated.
  • The number of items per chunk and concurrent chunks were measured.

Main Results:

  • Infants have limitations in the number of items they can chunk and the number of chunks they can retain.
  • Crucially, infants demonstrated the ability to bind chunked representations into larger 'superchunks'.
  • Hierarchical organization significantly impacts infant working memory.

Conclusions:

  • Infant working memory benefits from hierarchical information organization.
  • The capacity for recursive chunking begins in infancy.
  • This suggests early development of complex memory strategies.