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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...
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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.
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Emotionally traumatic events often lead to memories that are exceptionally vivid and enduring, sometimes persisting with remarkable clarity throughout an individual's life. A classic example of this phenomenon is a person who survives a car accident. Even years later, they may recall every detail of the event with startling accuracy — the screeching of the tires, the jarring impact, and the acrid smell of burning rubber. Such vividness contrasts sharply with how an individual...
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Related Experiment Video

Updated: Nov 16, 2025

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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Associative memory persistence in 3- to 5-year-olds.

Natalie M Saragosa-Harris1,2, Alexandra O Cohen1, Xinxu Shen1,3

  • 1Department of Psychology, New York University, New York, NY, USA.

Developmental Science
|February 24, 2021
PubMed
Summary

Young children, especially 3-year-olds, forget newly learned information quickly. Memory performance improves with age in preschool years, showing rapid brain development.

Keywords:
associative memorychildhood amnesiaearly childhoodforgettinginfantile amnesiarelational binding

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Area of Science:

  • Cognitive Psychology
  • Developmental Neuroscience
  • Human Memory

Background:

  • Adults experience infantile and childhood amnesia, with limited recall of early life events.
  • Rapid forgetting occurs from birth through early childhood, a period of significant cognitive development.
  • Research on memory persistence during childhood amnesia is limited, particularly for newly learned associations.

Purpose of the Study:

  • To investigate the persistence of associative memory in children aged 3-5 years.
  • To examine forgetting rates over 5-minute, 24-hour, and 1-week intervals.
  • To understand memory development during the critical period of childhood amnesia.

Main Methods:

  • Utilized an interactive storybook task with 137 children aged 3-5 years.
  • Assessed associative memory recall after varying delay periods (5-min, 24-h, 1-week).
  • Analyzed memory performance trends across different age groups and delay durations.

Main Results:

  • Memory performance significantly increased with age across all delay periods.
  • All age groups showed above-chance memory after 5-min and 24-h delays.
  • 3-year-olds demonstrated chance-level memory accuracy after a 1-week delay.

Conclusions:

  • Age-related differences in associative memory support rapid development of hippocampal-dependent systems in preschoolers.
  • Established timescales for forgetting newly learned associations in young children.
  • Provides a foundation for translating memory research from animal models to human development.