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Action memory and knowledge-based cuing in school-aged children: The effect of object presentation and semantic integration
Örebro University, School of Law, Psychology and Social Work. (Center for Health and Medical Psychology (CHAMP))ORCID iD: 0000-0002-6438-3800
Örebro University, School of Law, Psychology and Social Work. (Center for Health and Medical Psychology (CHAMP))ORCID iD: 0000-0002-9862-3032
Department of Psychology, Johann Wolfgang Goethe University, Frankfurt am Main, Germany.
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. Vol. 186, p. 118-125
Keyword [en]
Action memory, Enactment effect, Knowledge-based cues, Objects, School-aged children, Semantic integration items
National Category
Psychology (excluding Applied Psychology)
Identifiers
URN: urn:nbn:se:oru:diva-66871DOI: 10.1016/j.actpsy.2018.04.011ISI: 000432763600014PubMedID: 29705084Scopus ID: 2-s2.0-85046164462OAI: oai:DiVA.org:oru-66871DiVA, id: diva2:1209076
Available from: 2018-05-21 Created: 2018-05-21 Last updated: 2018-06-11Bibliographically approved
In thesis
1. The power of action and knowledge in episodic memory for school-aged children
Open this publication in new window or tab >>The power of action and knowledge in episodic memory for school-aged children
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
Keyword
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:nbn:se:oru:diva-66903 (URN)978-91-7529-254-0 (ISBN)
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

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Badinlou, FarzanehKormi-Nouri, Reza

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