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Updated: Nov 7, 2025

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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Everyday Memory in People with Down Syndrome.

Yingying Yang1, Zachary M Himmelberger2, Trent Robinson3

  • 1Department of Psychology, Montclair State University, Montclair, NJ 07043, USA.

Brain Sciences
|April 30, 2021
PubMed
Summary
This summary is machine-generated.

People with Down syndrome (DS) showed intact everyday memory but impaired verbal long-term memory (LTM) compared to individuals with other intellectual disabilities (ID). Laboratory LTM performance predicted real-world memory in both groups.

Keywords:
down syndromeecologically valideveryday memoryintellectual disabilitieslist learningverbal memory

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Area of Science:

  • Neuroscience
  • Psychology
  • Genetics

Background:

  • Down syndrome (DS) is a genetic disorder associated with intellectual disability.
  • Memory functions in DS have been extensively studied, but everyday memory remains less understood.
  • Distinguishing memory profiles in DS versus other intellectual disabilities (ID) is crucial for targeted interventions.

Purpose of the Study:

  • To investigate everyday memory and verbal long-term memory (LTM) in adolescents and young adults with DS.
  • To compare memory performance between individuals with DS and those with mixed-etiology ID.
  • To explore the relationship between laboratory-based LTM and everyday memory in these populations.

Main Methods:

  • Participants included 31 adolescents/young adults with DS and 26 with mixed-etiology ID.
  • An everyday memory questionnaire assessed recall of personal facts and recent events.
  • A verbal LTM task involved recalling word lists over multiple trials.

Main Results:

  • No significant impairment in everyday memory was found for individuals with DS compared to the mixed ID group.
  • Individuals with DS exhibited significantly impaired verbal LTM relative to the mixed ID group.
  • Performance on the laboratory verbal LTM task predicted everyday memory performance in both groups, controlling for mental age.

Conclusions:

  • Everyday memory and laboratory-based verbal LTM appear to be dissociable functions in individuals with DS.
  • A standard verbal LTM task can offer insights into everyday memory capabilities in DS and other ID populations.
  • Findings have significant implications for research and clinical practice regarding memory assessment and support in Down syndrome.