Suchergebnisse

AbstractThe emergence of strategic verbal rehearsal at around 7 years of age is widely considered a major milestone in descriptions of the development of short‐term memory across childhood. Likewise, rehearsal is believed by many to be a crucial factor in explaining why memory improves with age. This apparent qualitative shift in mnemonic processes has also been characterized as a shift from passive visual to more active verbal mnemonic strategy use, but no investigation of the development of overt spatial rehearsal has informed this explanation. We measured serial spatial order reconstruction in adults and groups of children 5–7 years old and 8–11 years old, while recording their eye movements. Children, particularly the youngest children, overtly fixated late‐list spatial positions longer than adults, suggesting that younger children are less likely to engage in covert rehearsal during stimulus presentation than older children and adults. However, during retention the youngest children overtly fixated more of the to‐be‐remembered sequences than any other group, which is inconsistent with the idea that children do nothing to try to remember. Altogether, these data are inconsistent with the notion that children under 7 do not engage in any attempts to remember. They are most consistent with proposals that children's style of remembering shifts around age 7 from reactive cue‐driven methods to proactive, covert methods, which may include cumulative rehearsal.

AbstractPrevious studies have indicated that visual working memory performance increases with age in childhood, but it is not clear why. One main hypothesis has been that younger children are less efficient in their attention; specifically, they are less able to exclude irrelevant items from working memory to make room for relevant items. We examined this hypothesis by measuring visual working memory capacity under a continuum of five attention conditions. A recognition advantage was found for items to be attended as opposed to ignored. The size of this attention‐related effect was adult‐like in young children with small arrays, suggesting that their attention processes are efficient even though their working memory capacity is smaller than that of older children and adults. With a larger working memory load, this efficiency in young children was compromised. The efficiency of attention cannot be the sole explanation for the capacity difference.