oru.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The power of action and knowledge in episodic memory for school-aged children
Örebro University, School of Law, Psychology and Social Work.ORCID iD: 0000-0002-6438-3800
2018 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Developmental and cognitive research suggests that there are age-related differ-ences in children’s episodic memory across school ages due to the development of knowledge, which in turn affects memory strategy use and information pro-cessing over time. However, there are controversial findings related to devel-opmental patterns and factors involved in children’s episodic memory function.

This dissertation studies action memory, a form of episodic memory, across school ages to explore developmental differences and children’s memory per-formance as related to different encoding conditions, retrieval modes, materi-als, and events. In study I, the effects of different encoding conditions (i.e., verbal tasks, VTs; experimenter-performed tasks, EPTs; and subject-performed tasks, SPTs) and memory tests (i.e., recall and recognition) were examined across school ages. This study found that the developmental pattern of action memory was more pronounced for enacted encoding than verbal encoding, the most pronounced in recall test than in recognition test. In study II, the recall period of enactment effects and the effects of task difficulty were investigated as functions of age and encoding conditions in school-aged children. The results revealed that enacted encoding not only outperformed verbal encoding but also that the response speed increased over the recall period, the effect being more noticeable in older than younger children. Moreover, the level of task difficulty can be regarded as an important factor affecting the pattern of memory output among school-aged children. Study III explored the effect of children’s declarative knowledge on memory performance by presenting knowledge-based cues such as objects and semantic integration items. Providing cues related to children’s prior knowledge in the encoding and test phases improved memory performance, especially in older children. The overall results indicated clear-cut developmental differences in episodic memory across school ages. Episodic memory functions differed as functions of age, encoding, testing instructions, and type of event. SPTs and EPTs can improve memory function, this improvement was more pronounced in SPTs than in EPTs. The positive impact of action memory on memory performance is discussed in terms of the cognitive mechanism, memory strategies, and information processing involved.

Place, publisher, year, edition, pages
Örebro: Örebro University , 2018. , p. 80
Series
Örebro Studies in Psychology, ISSN 1651-1328 ; 42
Keywords [en]
Episodic memory, action memory, enactment effect, subject-performed tasks, experimenter-performed tasks, verbal tasks, school-aged children, memory strategies, information processing
National Category
Psychology (excluding Applied Psychology)
Identifiers
URN: urn:nbn:se:oru:diva-66903ISBN: 978-91-7529-254-0 (print)OAI: oai:DiVA.org:oru-66903DiVA, id: diva2:1204499
Public defence
2018-06-15, Örebro universitet, Långhuset, Hörsal L3, Fakultetsgatan 1, Örebro, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2018-05-08 Created: 2018-05-08 Last updated: 2018-05-24Bibliographically approved
List of papers
1. Developmental differences in episodic memory across school ages: Evidence from enacted events performed by self and others
Open this publication in new window or tab >>Developmental differences in episodic memory across school ages: Evidence from enacted events performed by self and others
2017 (English)In: Memory, ISSN 0965-8211, E-ISSN 1464-0686, Vol. 25, no 1, p. 84-94Article in journal (Refereed) [Artistic work] Published
Abstract [en]

The aim of this study was to examine action memory as a form of episodic memory among school-aged subjects. Most research on action memory has focused on memory changes in adult populations. This study explored the action memory of children over time. A total of 410 school-aged child participants, comprising 201 girls and 208 boys in four age groups (8, 10, 12, 14), were included in this study. We studied two forms of action encoding, subject-performed tasks (SPTs) and experimenter-performed tasks (EPTs), which were compared with one verbal encoding task as a control condition. At retrieval, we used three memory tests (free recall, cued recall, and recognition). We observed significant differences in memory performance in children aged 8-14 years with respect to free recall and cued recall but not recognition. The largest memory enhancement was observed for the SPTs in the 8-14-year-old participants under all test conditions. Participants performed equally well on the free recall of SPTs and EPTs, whereas they displayed better performances on the cued recall and recognition of SPTs compared to EPTs. The strategic nature of SPTs and the distinction between item-specific information and relational information are discussed.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
Developmental differences, episodic memory, action memory, enactment effect, school-aged children
National Category
Psychology Applied Psychology
Research subject
Psychology
Identifiers
urn:nbn:se:oru:diva-47908 (URN)10.1080/09658211.2015.1126607 (DOI)000392495000007 ()26711845 (PubMedID)2-s2.0-84951871229 (Scopus ID)
Available from: 2016-02-03 Created: 2016-02-03 Last updated: 2018-05-23Bibliographically approved
2. A study of retrieval processes in action memory for school-aged children: The impact of recall period and difficulty on action memory
Open this publication in new window or tab >>A study of retrieval processes in action memory for school-aged children: The impact of recall period and difficulty on action memory
(English)Manuscript (preprint) (Other academic)
National Category
Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:oru:diva-67070 (URN)
Available from: 2018-05-23 Created: 2018-05-23 Last updated: 2018-05-23Bibliographically approved
3. Action memory and knowledge-based cuing in school-aged children: The effect of object presentation and semantic integration
Open this publication in new window or tab >>Action memory and knowledge-based cuing in school-aged children: The effect of object presentation and semantic integration
2018 (English)In: Acta Psychologica, ISSN 0001-6918, E-ISSN 1873-6297, Vol. 186, p. 118-125Article in journal (Refereed) Published
Abstract [en]

Research into memory has found that declarative knowledge provides rich information about the world and improved memory performance. The present research investigates the effects of knowledge-based cues on memory for action events and on the enactment effect. Cued recall of action phrases was examined in four groups of 8-14-year-olds (410 children in total). The object cues (i.e., real vs. imaginary objects) and semantic relational cues (i.e., well-integrated vs. poorly integrated items) were manipulated in three encoding conditions: verbal tasks, experimenter-performed tasks, and subject-performed tasks. Results indicate that enacted encoding has a recall advantage over verbal encoding regardless of the cue manipulations, though presenting objects and semantic-integrated items can moderate the enactment effect. In addition, providing further information about prior knowledge can directly influence memory performance across age groups. These results are discussed in relation to the effect of knowledge-based information in facilitating memory strategies and cognitive processing in school-aged children.

Place, publisher, year, edition, pages
Elsevier, 2018
Keywords
Action memory, Enactment effect, Knowledge-based cues, Objects, School-aged children, Semantic integration items
National Category
Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:oru:diva-66871 (URN)10.1016/j.actpsy.2018.04.011 (DOI)000432763600014 ()29705084 (PubMedID)2-s2.0-85046164462 (Scopus ID)
Available from: 2018-05-21 Created: 2018-05-21 Last updated: 2018-06-11Bibliographically approved

Open Access in DiVA

Cover(458 kB)2 downloads
File information
File name COVER01.pdfFile size 458 kBChecksum SHA-512
f9a181bd9ed702971ff588f9293e03f88a838e0ef94d312285fcaa39caa438ff843983b0f325a017b3facb84b652cc28dba32cf1a5523fb2ab5df3ce33ce60ac
Type coverMimetype application/pdf
Spikblad(81 kB)5 downloads
File information
File name SPIKBLAD01.pdfFile size 81 kBChecksum SHA-512
4bd8fe2f68022ef3734f966b22f0617d1364280b76748f691ff2817766b21be55ed73c87a20616227243ccee9e82376829e3fb016e264b679b41a52bffc1a08f
Type spikbladMimetype application/pdf

Authority records BETA

Badinlou, Farzaneh

Search in DiVA

By author/editor
Badinlou, Farzaneh
By organisation
School of Law, Psychology and Social Work
Psychology (excluding Applied Psychology)

Search outside of DiVA

GoogleGoogle Scholar
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 167 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf