Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Implicit Memories01:24

Implicit Memories

644
Implicit memories, also known as non-declarative memories, are long-term memories that function outside of conscious awareness. These memories influence behavior and skills without explicit knowledge. This type of memory is evident in tasks like playing tennis, snowboarding, and texting. Implicit memory has three subsystems: procedural memory, conditioning, and priming. This type of memory is essential in various activities, from everyday tasks to specialized skills.
One key aspect of implicit...
644
Long-Term Memory01:18

Long-Term Memory

937
Long-term memory is a relatively permanent type of memory, capable of storing vast amounts of information over extended periods. Its storage capacity is generally considered unlimited.
Long-term memory can be categorized into two primary types: explicit and implicit memory. Explicit memory, also known as declarative memory, involves the conscious recollection of information that we deliberately try to remember, recall, and articulate. This type of memory encompasses specific facts, events, and...
937
Information Processing Approach01:30

Information Processing Approach

889
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
889
Interference and Decay01:16

Interference and Decay

609
Forgetting is a complex cognitive phenomenon influenced by several factors, among which interference and decay are particularly prominent. These processes explain why individuals often struggle to retrieve specific information from memory, leading to lapses in recall that can be observed in everyday situations.
Interference occurs when competing memories hinder the retrieval of particular information. It can be classified into two types: proactive and retroactive interference. Proactive...
609
Understanding Memory01:19

Understanding Memory

1.6K
Memory is the retention of information or experiences over time, facilitated through three main processes: encoding, storage, and retrieval. Encoding is the process of inputting information into the memory system. For instance, when listening to a lecture, watching a play, reading a book, or having a conversation, the brain is actively encoding information. This initial stage involves transforming sensory input into a form that can be processed and stored by the brain. Various factors, such as...
1.6K
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

2.2K
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...
2.2K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Intrusions into script-like action sequences: A behavioral investigation.

Journal of experimental psychology. General·2026
Same author

Sleep, mood, and binge eating: Evidence from a student sample.

Eating behaviors·2026
Same author

Scientific Histories of Hippocampal Research: Introduction to the Special Issue Part 2.

Hippocampus·2026
Same author

How prediction error drives memory updating: role of locus coeruleus-hippocampal interactions.

Trends in neurosciences·2025
Same author

Hippocampal blood oxygenation predicts choices about everyday consumer experiences: A deep-learning approach.

Proceedings of the National Academy of Sciences of the United States of America·2025
Same author

Scientific Histories of Hippocampal Research: Introduction to the Special Issue.

Hippocampus·2025
Same journal

Timing and type of domestic violence exposure and adolescents' experiences of peer violence.

Child development·2026
Same journal

Comprehension of "can" predicts performance on a nonverbal measure of modal concepts at 48 but not 36 months.

Child development·2026
Same journal

An associative learning account of how saliva becomes a cue for comfort.

Child development·2026
Same journal

If moms do it, it can't be that important: Children's reasoning about gender disparities in domestic work.

Child development·2026
Same journal

Adapting under stress: How sociocultural stress intensity and fluctuation shape youth school engagement and internalizing symptoms.

Child development·2026
Same journal

Children across diverse societies exchange reasons to resolve disagreements.

Child development·2026
See all related articles

Related Experiment Video

Updated: May 2, 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

34.3K

Remembering things without context: development matters.

Jamie O Edgin1, Goffredina Spanò, Kevin Kawa

  • 1University of Arizona.

Child Development
|March 7, 2014
PubMed
Summary
This summary is machine-generated.

Spatial context aids object recognition memory. This developmental study in children and individuals with Down syndrome reveals non-linear patterns in how context influences memory across different age groups.

More Related Videos

Olfactory Context Dependent Memory: Direct Presentation of Odorants
04:47

Olfactory Context Dependent Memory: Direct Presentation of Odorants

Published on: September 18, 2018

6.1K
A Real-world What-Where-When Memory Test
09:13

A Real-world What-Where-When Memory Test

Published on: May 16, 2017

10.9K

Related Experiment Videos

Last Updated: May 2, 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

34.3K
Olfactory Context Dependent Memory: Direct Presentation of Odorants
04:47

Olfactory Context Dependent Memory: Direct Presentation of Odorants

Published on: September 18, 2018

6.1K
A Real-world What-Where-When Memory Test
09:13

A Real-world What-Where-When Memory Test

Published on: May 16, 2017

10.9K

Area of Science:

  • Cognitive Development
  • Neuroscience
  • Developmental Psychology

Background:

  • Spatial context is known to enhance memory retrieval in adults.
  • Understanding the developmental trajectory of context-dependent memory is crucial for cognitive science.
  • Individuals with Down syndrome (DS) often exhibit distinct cognitive profiles, including memory variations.

Purpose of the Study:

  • To investigate the developmental emergence and trajectory of spatial context effects on object recognition memory.
  • To compare context effects in neurotypical children across different age bands and individuals with Down syndrome.
  • To identify potential nonlinearities in the development of context-dependent memory.

Main Methods:

  • An object recognition task was administered to neurotypical children (ages 3-adult) and individuals with Down syndrome (ages 10-29).
  • Participants viewed objects in specific scenes, with objects either remaining in or being removed from their original context at test.
  • Performance was assessed by comparing recognition accuracy with and without contextual support.

Main Results:

  • Context effects were observed even with poor object recognition in younger children (under 4.5 years) and individuals with Down syndrome.
  • Neurotypical children demonstrated memory flexibility after age 4.5 years.
  • Context effects reemerged later in adolescence, indicating a nonlinear developmental pattern.

Conclusions:

  • The development of context-dependent memory is not linear, with distinct phases of emergence, flexibility, and re-emergence.
  • Spatial context can influence memory even when basic object recognition is impaired, as seen in young children and individuals with DS.
  • These findings contribute to understanding typical and atypical cognitive development, particularly in relation to memory and contextual processing.