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[Developmental changes in attributes of memory in children].

Shinrigaku Kenkyu : the Japanese Journal of Psychology

|February 1, 1983

Summary

Memory attribute dominance shifts with age. Sixth graders prioritize semantic information, while second graders show equal reliance on semantic and acoustic memory cues. Stimulus format did not influence these developmental memory changes.

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Area of Science:

Cognitive Psychology
Developmental Psychology
Memory Research

Background:

Understanding how children's memory systems develop is crucial for educational and cognitive science.
Prior research suggests memory recall relies on various attributes, including semantic (meaning-based) and acoustic (sound-based) information.
The developmental trajectory of attribute dominance in memory recall remains an area needing further investigation.

Purpose of the Study:

To investigate developmental changes in the dominance of memory attributes (semantic vs. acoustic) in children.
To compare attribute dominance in second graders versus sixth graders.
To examine the influence of stimulus presentation mode on memory attribute dominance.

Main Methods:

Participants (second and sixth graders) studied a familiar word list.
A recognition test was administered to assess memory recall.
False recognition errors (semantic and acoustic) were analyzed to infer attribute dominance.

Main Results:

Sixth graders exhibited a clear dominance of the semantic attribute in their memory recall.
Second graders showed no significant difference in the dominance level between semantic and acoustic attributes.
The mode of stimulus presentation (e.g., auditory vs. visual) did not affect memory attribute dominance in either age group.

Conclusions:

Semantic memory attribute dominance emerges between second and sixth grade.
Younger children (second graders) rely more equally on both semantic and acoustic memory attributes.
Stimulus modality does not play a significant role in shaping these developmental shifts in memory attribute dominance.

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