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Related Experiment Video

Updated: Apr 24, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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Whose picture is this? Children's memory for item and source information.

Kerry A Chalmers1

  • 1School of Psychology, University of Newcastle, Callaghan, New South Wales, Australia.

The British Journal of Developmental Psychology
|September 3, 2014
PubMed
Summary
This summary is machine-generated.

Older children demonstrated better memory recall and source identification than younger children. Performance varied based on when pictures were studied, suggesting proactive interference impacts memory retrieval in children.

Keywords:
childhooditem recognitionsource memorysource monitoringtemporal context

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Memory Research

Background:

  • Source memory, the ability to recall contextual details of a memory, is crucial for learning and development.
  • Understanding age-related differences in source memory is essential for educational and clinical applications.
  • Proactive interference, where prior learning hinders new learning, may play a role in children's memory performance.

Purpose of the Study:

  • To investigate age-related differences in item recognition and source identification in young children.
  • To examine the influence of study day (Day 1 vs. Day 2) on memory accuracy.
  • To explore the underlying mechanisms, such as proactive interference, contributing to age and study day effects.

Main Methods:

  • Children aged 3.5 to 6.5 years studied pictures of common objects.
  • Pictures were presented once or three times on one of two consecutive days, with distinct cues for each day.
  • Item recognition and source identification accuracy were assessed, with analyses considering age and study day.

Main Results:

  • Older children (5.9 years) outperformed younger children (4.6 years) in both item and source accuracy.
  • Younger children showed higher accuracy for Day 1 study, particularly for source identification.
  • Older children exhibited higher accuracy for Day 2 study, especially for item recognition.

Conclusions:

  • Age significantly impacts both item recognition and source memory abilities in early childhood.
  • The pattern of performance across study days suggests proactive interference differentially affects younger and older children.
  • Signal detection theory provides valuable insights into the cognitive processes underlying age-based source memory differences.