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Related Experiment Videos

Do young children rehearse? An individual-differences analysis

S E Gathercole1, A M Adams, G J Hitch

  • 1Department of Psychology, University of Bristol, England.

Memory & Cognition
|March 1, 1994
PubMed
Summary
This summary is machine-generated.

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Four-year-old children do not appear to use subvocal rehearsal in auditory memory tasks, despite theories suggesting otherwise. This finding challenges current understanding of early short-term memory development in young children.

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • The working-memory model suggests that subvocal rehearsal aids auditory memory span.
  • Previous theories posited that children engage in rehearsal for short-term memory tasks.
  • Individual differences in articulation rate are linked to memory span in adults.

Purpose of the Study:

  • To investigate whether young children engage in subvocal rehearsal during auditory memory tasks.
  • To compare articulation rates and memory spans in 4-year-olds and adults.
  • To test the applicability of the working-memory model to early childhood memory development.

Main Methods:

  • Three experiments were conducted comparing articulation rates and memory spans.
  • Two experiments focused on 4-year-old children.

Related Experiment Videos

  • One experiment included adult subjects for comparison.

    • Main Results:

    • No significant association was found between articulation rate and memory span in 4-year-olds.
    • Articulation rate and memory span were significantly associated in adult subjects.
    • Procedures for measuring articulation rate and memory span were reliable in 4-year-olds.

    Conclusions:

    • Four-year-old children do not appear to use subvocal rehearsal in auditory memory tasks.
    • Findings contradict theories suggesting early rehearsal in short-term memory development.
    • The working-memory model's rehearsal component may not apply to very young children.