Related Experiment Video
Updated: Mar 27, 2026
06:35
Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
Published on: April 28, 2016
35.8K
Developmental origins of ordered memory recall tendencies
Lily Dicken1, Thomas Suddendorf1, Kristy L Armitage1
1School of Psychology, The University of Queensland, Brisbane, QLD, Australia.
Child Development
|March 26, 2026
Summary
Preschoolers
Area of Science:
- Cognitive Development
- Developmental Psychology
- Neuroscience
Background:
- Understanding memory development in early childhood is crucial for cognitive science.
- Preschool years mark significant shifts in memory strategies and executive functions.
Purpose of the Study:
- To investigate age-related changes in spontaneous memory recall in young children.
- To explore the transition from reactive to proactive working memory control.
Main Methods:
- A visuospatial memory task was administered to 72 children aged 3–5 years.
- Children freely recalled target locations across multiple trials with and without external markers.
Main Results:
- Younger children recalled the most recent items, while older children recalled earlier items (cumulative rehearsal).
- Older children utilized external cues, showing enhanced exploitation of memory resources.
Conclusions:
- Children transition from reactive to proactive working memory control during the preschool years.
- These findings highlight key developmental shifts in memory recall strategies.
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