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Related Experiment Video

Updated: Mar 8, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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A Developmental Study of Constructive Memory.

Richard S Prawat1, Anthony Cancelli1, Bruce Cook1

  • 1a Oklahoma State University , USA.

The Journal of Psychology
|January 31, 2017
PubMed
Summary

Children

Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Language Comprehension

Background:

  • Children's ability to understand stories develops over time.
  • Distinguishing between explicitly stated and inferred information is a complex cognitive skill.

Purpose of the Study:

  • To investigate developmental trends in children's sentence recognition abilities.
  • To examine how children differentiate between explicit and inferential information in stories.

Main Methods:

  • 45 kindergarten, second, and fourth graders participated.
  • Children listened to stories and completed a sentence recognition task.
  • Sentences included true/false premises and inferences.

Main Results:

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  • Second graders understood story meaning similarly to fourth graders.
  • Second graders struggled to differentiate explicit from inferential information compared to fourth graders.
  • False recognition of true inferences suggested active meaning construction.

Conclusions:

  • Children's comprehension of explicit versus inferential story elements shows developmental progression.
  • Early elementary students are developing but not yet fully mastering the distinction between stated and implied information.
  • Active meaning construction is evident in children's comprehension strategies.