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Related Experiment Videos

Understanding the Transfer Deficit: Contextual Mismatch, Proactive Interference, and Working Memory Affect Toddlers'

Koeun Choi1, Heather L Kirkorian2, Tiffany A Pempek3

  • 1University of California, Riverside.

Child Development
|April 19, 2017
PubMed
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Toddlers

Area of Science:

  • Cognitive Development
  • Developmental Psychology

Background:

  • Understanding how toddlers transfer learned information across different situations is crucial for cognitive development research.
  • The transfer deficit, where learning in one context doesn't easily apply to another, is a key area of study.

Purpose of the Study:

  • To investigate the influence of contextual mismatch, proactive interference, and working memory (WM) on toddlers' ability to transfer learned information.
  • To examine how these factors interact and change over repeated trials.

Main Methods:

  • Forty-two toddlers (27-34 months) participated in object-retrieval tasks with memory updating over four trials.
  • Search performance was assessed in either a matching or mismatching context (tablet vs. felt board).
  • Working memory capacity was also evaluated for each participant.

Related Experiment Videos

Main Results:

  • Working memory predicted transfer performance in both matching and mismatching contexts during early trials.
  • Toddlers performed better when the search context matched the learning context, but this benefit diminished over time.
  • Contextual matching appeared to increase proactive interference in later trials, reducing the advantage.

Conclusions:

  • Both working memory and contextual matching initially support toddlers' transfer of learning.
  • The benefits of contextual match and working memory decrease with repeated trials, suggesting increasing proactive interference.
  • Findings contribute to understanding the transfer deficit and propose a combined explanatory account.