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Related Experiment Videos

When even arbitrary order becomes important: developments in reliable temporal sequencing of arbitrarily ordered

P J Bauer1, L A Hertsgaard, P Dropik

  • 1Institute of Child Development, University of Minnesota 55455-0345, USA. pbauer@maroon.tc.umn.edu

Memory (Hove, England)
|June 26, 1998
PubMed
Summary

Young children

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Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Child Language Acquisition

Background:

  • Infants' memory for event sequences develops over the first year.
  • Early recall is constrained by enabling relations, not arbitrary order.
  • The role of experience and language in recalling arbitrary event sequences is unclear.

Purpose of the Study:

  • To investigate age-related changes in young children's recall of arbitrarily ordered events.
  • To examine the impact of experience and verbal reminders on recall.
  • To explore the relationship between language development and recall abilities.

Main Methods:

  • Elicited imitation tasks were used to assess recall of event sequences.
  • Two experiments involved children aged 16, 22, and 28 months.

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  • Recall was tested immediately and after a two-week delay, with and without verbal reminders.

    • Main Results:

    • 16-month-olds failed to recall arbitrary sequences, even with multiple experiences.
    • 22-month-olds recalled sequences immediately but not after a delay.
    • 28-month-olds recalled sequences after a delay and benefited from verbal reminders, showing a link to language development.

    Conclusions:

    • Young children's ability to recall arbitrary event sequences improves with age and experience.
    • Verbal reminders enhance recall in older toddlers (28 months).
    • Language development is associated with improved recall of complex event sequences.