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Developmental differences in reactivation underlying self-derivation of new knowledge through memory integration.

Hilary E Miller-Goldwater1, Lucy M Cronin-Golomb1, Blaire M Porter1

  • 1Department of Psychology, Emory University, United States.

Cognitive Psychology
|July 25, 2021
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Children and adults both reactivate memories before integrating them to learn new facts. Adults showed stronger memory reactivation and better performance than children, indicating developmental differences in knowledge acquisition.

Keywords:
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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Self-derivation of novel facts via memory integration is crucial for knowledge acquisition.
  • Adults spontaneously integrate information, while children require explicit prompts.
  • The preliminary process of memory reactivation in children remains unclear.

Purpose of the Study:

  • To investigate whether children (7-9 years) engage in memory reactivation before explicit integration tests.
  • To compare memory reactivation processes in children and adults using an eye-tracking paradigm.
  • To determine the relationship between memory reactivation and self-derived knowledge in different age groups.

Main Methods:

  • Developed an eye-tracking paradigm to monitor memory reactivation.
  • Administered direct tests (open-ended and forced-choice) prompting for memory integration.
  • Tested both adults and 7- to 9-year-old children.

Main Results:

  • Both adults and children demonstrated memory reactivation prior to direct tests.
  • The degree of memory reactivation correlated with performance on integration tasks.
  • Adults exhibited more robust reactivation and superior performance compared to children.

Conclusions:

  • Children, like adults, engage in memory reactivation as a precursor to knowledge integration.
  • Developmental differences exist in the strength of reactivation and subsequent integration.
  • Findings advance understanding of age-related variations in cognitive processes underlying new knowledge formation.