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Title: YOUNG CHILDREN'S RECALL OF SELF-GENERATED SCENES.
Creator: SAARNIO, DAVID ARI., Florida Atlantic University
Abstract/Description: Kindergarten, second, and fifth graders were given 15 self-adhesive line drawings to affix on either (1) a simple scene, (2) a scrambled scene, (3) a blank sheet of paper, or (4) a sheet of paper divided into 15 squares. Recall of the objects was tested immediately and again after one week. In general, immediate recall was greater in the simple-scene condition than in all others for all grades tested. Recall in the scrambled condition was also greater than in the other two conditions for...
Show moreKindergarten, second, and fifth graders were given 15 self-adhesive line drawings to affix on either (1) a simple scene, (2) a scrambled scene, (3) a blank sheet of paper, or (4) a sheet of paper divided into 15 squares. Recall of the objects was tested immediately and again after one week. In general, immediate recall was greater in the simple-scene condition than in all others for all grades tested. Recall in the scrambled condition was also greater than in the other two conditions for second and fifth graders, but not for the kindergarten children. The sheet divided into squares and the blank sheet conditions did not differ from each other at any time. The results for delayed recall were similar in that the condition with the simple scene yielded performance superior to all others. However, the scrambled condition no longer differed from the other two conditions. The results suggest the importance of assessing children's memory for information in conditions or backgrounds which approximate those found in the real world, and of the use of schematic or episodic organization by young children.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/14030
Subject Headings: Memory in children
Format: Document (PDF)

Title: CHILDREN'S RECOGNITION OF STRATEGY USE IN THE RECALL OF THEIR CLASSMATES' NAMES.
Creator: ZEMAN, BARBARA RIDGDILL, Florida Atlantic University
Abstract/Description: First and third grade children were asked to recall the names of their classmates. Organization of recall was assessed with regard to structures in the classroom (e.g. , seating arrangements, reading groups). Following recall, children were given a list of four possible strategies and asked to select which, if any, they used. Levels of organization were high and undifferentiated for first and third graders with the majority of children being unable to select accurately the strategy used in...
Show moreFirst and third grade children were asked to recall the names of their classmates. Organization of recall was assessed with regard to structures in the classroom (e.g. , seating arrangements, reading groups). Following recall, children were given a list of four possible strategies and asked to select which, if any, they used. Levels of organization were high and undifferentiated for first and third graders with the majority of children being unable to select accurately the strategy used in class recall as reflected by organization (ARC) scores. Furthermore, the distribution of subjects accurately identifying a strategy in this task was no greater than th2t of subjects in an earlier experiment who were asked to describe the strategy they used. These results indicate that although children demonstrate high levels of recall and organization on this task, they do not show comparable abilities in strategy awareness, and that this is not due merely to their inability to produce a verbal response.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/14033
Subject Headings: Memory in children, Cognition in children
Format: Document (PDF)

Title: THE INFLUENCE OF SOCIOECONOMIC STATUS ON CHILDREN'S CLASSIFICATION AND FREE RECALL.
Creator: WEISS, SARA CULVER., Florida Atlantic University
Abstract/Description: Developmental and socioeconomic status (SES) differences in classificatfon styles indicate that young and low SES children are more likely to sort objects nontaxonomically whereas older and middle SES children are more likely to sort taxonomically. When children establish stable organizational schemes (taxonomic or nontaxonomic), memory performance is usually enhanced. Eighty-five kindergarten and first grade subjects were divided into three socioeconomic groupings and given two sort/recall...
Show moreDevelopmental and socioeconomic status (SES) differences in classificatfon styles indicate that young and low SES children are more likely to sort objects nontaxonomically whereas older and middle SES children are more likely to sort taxonomically. When children establish stable organizational schemes (taxonomic or nontaxonomic), memory performance is usually enhanced. Eighty-five kindergarten and first grade subjects were divided into three socioeconomic groupings and given two sort/recall tasks. For whites, recall was greater when subjects sorted to a criterion of two identical sorts than it was when they sorted only once, and white College subjects were more apt to sort the items taxonomically than were children of other SES groupings. No significant effects were found for blacks. Because the results revealed no consistent differences in performance as a function of SES, it was concluded that children of all SES levels can generate and use organizational schemes to guide retrieval.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/14147
Subject Headings: Memory in children, Cognition in children
Format: Document (PDF)

Title: Event type and individual differences in children's false-memory creation.
Creator: Brown, Rhonda Douglas, Florida Atlantic University, Bjorklund, David F.
Abstract/Description: This series of experiments was designed to address two major questions concerning children's false-memory creation: (1) Are events that involve physical harm content more difficult to implant than events that do not involve physical harm content? and (2) Are individuals with particular cognitive and personality attributes more likely to create false-memories than others? In Experiment 1, 27 first-graders were presented with descriptions of two fictitious events (1 physical harm, 1 no physical...
Show moreThis series of experiments was designed to address two major questions concerning children's false-memory creation: (1) Are events that involve physical harm content more difficult to implant than events that do not involve physical harm content? and (2) Are individuals with particular cognitive and personality attributes more likely to create false-memories than others? In Experiment 1, 27 first-graders were presented with descriptions of two fictitious events (1 physical harm, 1 no physical harm) and two true events (1 physical harm, 1 no physical harm). Furthermore, individual differences in image descriptions, inhibition, verbal intelligence, working memory capacity and teacher ratings of cognitive and personality attributes were assessed. Results indicated that children generated more detailed accounts for fictitious events that did not involve physical harm in comparison to those that did. Furthermore, individual differences in image descriptions, verbal intelligence and teacher ratings of creativity, extroversion and risk taking were found. For Experiment 2, one-half of participants were presented with descriptions of two fictitious and two true events that involved physical harm content. The other one-half of participants were presented with descriptions of two fictitious and 2 true events that did not involve physical harm content. Furthermore, all children were told that two of the events (1 fictitious, 1 true) happened when they were very young and that the other two events (1 fictitious, 1 true) happened during the previous year. Individual differences in picture memory, inhibition and creativity were also assessed. The analyses failed to yield significant differences for event type or age of event occurrence. However, individual differences in creativity were related to children's false reports.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12579
Subject Headings: False memory syndrome, Memory in children
Format: Document (PDF)

Title: THE INTERRELATIONSHIP OF SPECIFIC AND PROTOTYPE MEMORY: A DEVELOPMENTAL STUDY.
Creator: HAFER, MARY FLANAGAN, Florida Atlantic University
Abstract/Description: A stimulus class was generated by applying a fixed set of transformational rules to a prototype, and selected members of this class were presented during acquisition. It was found that children discriminated members of this class from nonmembers. For adults, further distinctions were obtained among the stimuli within the class, as follows: Although the prototype was not presented during acquisition, it was recognized with greater confidence than stimuli from the acquisition set. Furthermore,...
Show moreA stimulus class was generated by applying a fixed set of transformational rules to a prototype, and selected members of this class were presented during acquisition. It was found that children discriminated members of this class from nonmembers. For adults, further distinctions were obtained among the stimuli within the class, as follows: Although the prototype was not presented during acquisition, it was recognized with greater confidence than stimuli from the acquisition set. Furthermore, class members that were not seen during acquisition were recognized on the basis of this prototype. For those class members that had been seen during acquisition, however, there was no evidence that their recognition was based on the prototype. Evidence that these previously seen class members were recognized with greater confidence than new class members indicated that recognition of stimuli from the acquisition set was based on stored copies, or specific memory.
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Date Issued: 1973
PURL: http://purl.flvc.org/fcla/dt/13575
Subject Headings: Recognition (Psychology), Memory in children, Memory
Format: Document (PDF)

Title: CHILDREN'S CUED-RECALL OF CHILD- AND ADULT-DEFINED TYPICAL AND ATYPICAL CATEGORY EXEMPLARS.
Creator: THOMPSON, BARBARA ELAINE, Florida Atlantic University
Abstract/Description: Kindergarten, third, and sixth graders received one of two 22 item lists for cued-recall, with one-half of the items in each list being typical examples of familiar categories, and onehalf heing atypical category exemplars. For subjects in the Age-Appropriate condition, the typicality of the items was based on children's definitions of "item goodness," whereas for subjects in the Adult-Norm condition, item typicality was based on adult judgements. At all grade levels, typical items were...
Show moreKindergarten, third, and sixth graders received one of two 22 item lists for cued-recall, with one-half of the items in each list being typical examples of familiar categories, and onehalf heing atypical category exemplars. For subjects in the Age-Appropriate condition, the typicality of the items was based on children's definitions of "item goodness," whereas for subjects in the Adult-Norm condition, item typicality was based on adult judgements. At all grade levels, typical items were recalled to a greater extent than atypical items, and recall in the Age-Appropriate condition was significantly greater than in the Adult-Norm condition. In the Age-Appropriate condition, processing differences between typical and atypical category exemplars were interpreted as being due to qualitative differences in how representative items were of their categories, whereas the "typicality" effects in the Adult Norm condition were hypothesized as being due to a quantitative lack of category knowledge.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/14025
Subject Headings: Recollection (Psychology), Memory in children
Format: Document (PDF)

Title: DEVELOPMENTAL DIFFERENCES IN THE TIMING OF ORGANIZATION IN CHILDREN'S RECALL.
Creator: HIBEL, JANET, Florida Atlantic University, Bjorklund, David F., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: In the present experiment possible developmental differences in the timing of organization in children's free recall were examined. It was hypothesized that children who organize information at input would show a smaller decrement in recall as a result of delayed testing with related than with unrelated materials. If the categorical similarity among items is discovered at input, the resulting organizational scheme(s) would make the individual items more resistant to forgetting over time....
Show moreIn the present experiment possible developmental differences in the timing of organization in children's free recall were examined. It was hypothesized that children who organize information at input would show a smaller decrement in recall as a result of delayed testing with related than with unrelated materials. If the categorical similarity among items is discovered at input, the resulting organizational scheme(s) would make the individual items more resistant to forgetting over time. However, since no organizational scheme could be imposed upon unrelated items, many items would be lost as a result of delayed testing. This pattern of data was predicted only for junior high students and not for second and third graders. However, contrary to expectation, both the younger and older groups of subjects showed this pattern, indicating that children of both age groups organize categorically related information at input. The possibility of a semantic facilitative effect for the younger subjects was discussed.
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Date Issued: 1978
PURL: http://purl.flvc.org/fcla/dt/13934
Subject Headings: Recollection (Psychology), Memory in children
Format: Document (PDF)

Title: DEVELOPMENTAL DIFFERENCES IN ORGANIZATIONAL CRITERIA IN FREE RECALL.
Creator: DE MARCHENA, MELANIE RUTH RABIN., Florida Atlantic University
Abstract/Description: This experiment explored the possibility of a developmental shift from organization according to associative criteria to organization according to taxonomic criteria. First, fourth and seventh graders were presented with a list of items which could be organized equally well into either groups of taxonomic or associative pairs. Children were randomly assigned to either the Sort or No Sort Condition. While clustering levels for children in the Sort Condition were significantly greater than...
Show moreThis experiment explored the possibility of a developmental shift from organization according to associative criteria to organization according to taxonomic criteria. First, fourth and seventh graders were presented with a list of items which could be organized equally well into either groups of taxonomic or associative pairs. Children were randomly assigned to either the Sort or No Sort Condition. While clustering levels for children in the Sort Condition were significantly greater than those of children in the No Sort Condition both had high overall levels of clustering. First grade children's organizational styles during sorting, were significantly more associative than were fourth or seventh graders, who increasingly organized taxonomically. These results suggest that it is not that young children are incapable of using effective organizational strategies to mediate recall, but rather, that their strategies differ from those of older children and adults.
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Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/14092
Subject Headings: Memory in children, Recollection (Psychology)
Format: Document (PDF)

Title: DELIBERATE VERSUS AUTOMATIC PROCESSING IN CHILDREN'S RECALL AND ORGANIZATION OF FAMILIAR INFORMATION.
Creator: MCKENNA, DONNA LEE, Florida Atlantic University
Abstract/Description: This experiment was designed to examine the development of organizational strategies during the course of children's recall. First, third, and fifth grade children were asked to recall the names of their classmates. Organization of recall was assessed with regard to structures in the classroom (e.g., seating arrangements, reading groups). To determine if awareness of strategy use increased over the course of recall, some children were asked metamemory questions after recalling only six names,...
Show moreThis experiment was designed to examine the development of organizational strategies during the course of children's recall. First, third, and fifth grade children were asked to recall the names of their classmates. Organization of recall was assessed with regard to structures in the classroom (e.g., seating arrangements, reading groups). To determine if awareness of strategy use increased over the course of recall, some children were asked metamemory questions after recalling only six names, others after recalling 12 names, and a third group after recalling as many names as possible. Analyses of interitem latency data, clustering, and metamemory responses suggest that the highly organized retrieval in class recall is mediated by the activation of automatic relationships and not by the use of deliberate organizational strategies. The various associative relationships between names lead children to switch between different modes of organization. This process results in well structured recall, without requiring any conscious awareness.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/14173
Subject Headings: Recollection (Psychology), Memory in children
Format: Document (PDF)

Title: Accuracy of child event frequency reports.
Creator: Dirghangi, Shrija R., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The current study assessed whether the accuracy of children’s self-reports of events experienced differs as a function of age and how the question is asked. Additional factors like metamemory and distractibility were assessed. Primary-school students (M= 7.7 years) and middle-school students (M = 9.7 years) completed two different versions of an event frequency measure, two times, at one week intervals. In one of the measures of event frequency, no memory prompts were provided (uncued...
Show moreThe current study assessed whether the accuracy of children’s self-reports of events experienced differs as a function of age and how the question is asked. Additional factors like metamemory and distractibility were assessed. Primary-school students (M= 7.7 years) and middle-school students (M = 9.7 years) completed two different versions of an event frequency measure, two times, at one week intervals. In one of the measures of event frequency, no memory prompts were provided (uncued questionnaire condition), while in the other measure, recall categories for aiding recollections were provided (cued questionnaire condition). Participants’ self-reported event frequencies for the cued and uncued questionnaires were compared with trained observers’ event frequencies for the cued and uncued conditions. Older children reported event frequency more accurately than younger participants. Participants also reported events with greater accuracy with the aid of memory prompts than without, an effect that was especially strong among the younger children. Neither metamemory nor distractibility was accountable for the differences within age groups. The findings suggest that age-related improvements in accuracy of event frequency across the transition into adolescence may, in part, be due to improvements in the ability to recall and recount those events in the absence of memory cues.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004190, http://purl.flvc.org/fau/fd/FA00004190
Subject Headings: Cognition in adolescence, Cognition in children, Memory -- Age factors, Memory in adolescence, Memory in children, Metacognition
Format: Document (PDF)

Title: THE ROLE OF ASSOCIATIVITY IN THE DEVELOPMENT OF STRATEGIC ORGANIZATION IN CHILDREN'S MEMORY.
Creator: JACOBS, JOHN WILLIAM, Florida Atlantic University, Bjorklund, David F., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Cognitive theorists hypothesize two types of cognitive processes (e.g., automatic and effortful) which may influence human information processing. This thesis investigates age differences in when children use intralist associative relationships (thought to be automatic in nature) to identify other (categorical) relations. Use of conceptual/ categorical relations to organize recall is thought to be effortful in nature. Sixty children each from grades 3, 5, 7, and 9 were presented orally with...
Show moreCognitive theorists hypothesize two types of cognitive processes (e.g., automatic and effortful) which may influence human information processing. This thesis investigates age differences in when children use intralist associative relationships (thought to be automatic in nature) to identify other (categorical) relations. Use of conceptual/ categorical relations to organize recall is thought to be effortful in nature. Sixty children each from grades 3, 5, 7, and 9 were presented orally with lists of 20 words under free-recall instructions. Results provide support for the position that recall memory of young children is mediated primarily by associative rather than conceptual relationships. Also, partial support was obtained for the three stage model of the development of organization proposed by Bjorklund and Zeman (1982). However, the model's prediction of when children will optimally use associative relationships to identify categorized relations was inaccurate. These results indicate that older childrens' recall can be facilitated by automatic cognitive processes resulting in higher levels of clustering (organization) and recall.
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Date Issued: 1984
PURL: http://purl.flvc.org/fcla/dt/14187
Subject Headings: Memory in children, Association of ideas, Cognition in children
Format: Document (PDF)

Title: The development of utilization deficiencies in a sort/recall memory task.
Creator: Coyle, Thomas Roger., Florida Atlantic University, Bjorklund, David F.
Abstract/Description: The development and correlates of utilization deficiencies in second-, third-, and fourth-graders were examined in two separate testing sessions, separated by a one-week interval. In the first session, children received a series of tests assessing self-attributions, metamemory, and intelligence. These factors were proposed to influence the development of utilization deficiencies. In the second session, children were given five sort/recall trials using a different list of categorically related...
Show moreThe development and correlates of utilization deficiencies in second-, third-, and fourth-graders were examined in two separate testing sessions, separated by a one-week interval. In the first session, children received a series of tests assessing self-attributions, metamemory, and intelligence. These factors were proposed to influence the development of utilization deficiencies. In the second session, children were given five sort/recall trials using a different list of categorically related words on each trial and then classified as utilizationally deficient according to their patterns of strategy use and recall over trials. Analysis of mean levels of recall and strategy use demonstrated utilization deficiencies for third graders. Analysis of data for individual subjects revealed that utilization deficiencies were associated with enhanced performance for second and third graders, but lower performance for fourth graders. Attributions of effort were found to be associated with utilization deficiencies for the third graders. The nonsignificant associations of intelligence and metamemory with utilization deficiencies are discussed in terms of domain specific cognition.
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Date Issued: 1993
PURL: http://purl.flvc.org/fcla/dt/14964
Subject Headings: Cognition in children, Memory in children, Recollection (Psychology)
Format: Document (PDF)

Title: Child eyewitness testimony: The search for truth and justice in the American way.
Creator: Cassel, William Steven, Florida Atlantic University, Bjorklund, David F.
Abstract/Description: Subjects in kindergarten, grade 2, and college were shown a videotape of a bicycle theft followed by a one month longitudinal study simulating the witness's experience during the pretrial phase of a criminal prosecutorial workup. Subjects were asked for free recall as well as for responses to nonleading and correct or incorrectly leading questions. Accuracy of free recall was high for all ages. Younger children were more susceptible to suggestive leading questions and adults were found to...
Show moreSubjects in kindergarten, grade 2, and college were shown a videotape of a bicycle theft followed by a one month longitudinal study simulating the witness's experience during the pretrial phase of a criminal prosecutorial workup. Subjects were asked for free recall as well as for responses to nonleading and correct or incorrectly leading questions. Accuracy of free recall was high for all ages. Younger children were more susceptible to suggestive leading questions and adults were found to reject many of the "correctly" leading questions. Differences were found between answers to central and peripheral items and subjects were found to change their answers within the same interview in relation to age of the witness and centrality of the question.
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Date Issued: 1991
PURL: http://purl.flvc.org/fcla/dt/14734
Subject Headings: Child witnesses, Memory in children, Eyewitness identification
Format: Document (PDF)

Title: RECOGNITION MEMORY FOR SEMANTIC AND SYNTACTIC ASPECTS OF SENTENCES: A DEVELOPMENTAL STUDY.
Creator: ERSOFF, JEFFREY ALAN., Florida Atlantic University
Abstract/Description: A probe recognition task tested memory for syntactic (active/passive arid word order) changes and for semantic (meaningful and anomalous) changes. On the basis of McNeill's theory of semantic development the following predictions were made: (a) with a minimal retention interval (almost immediate) 8-year-olds would recognize semantic changes better than syntactic changes, while 6-year-olds would not perform differently on the two types of changes, (b) with a longer retention interval, 8-year...
Show moreA probe recognition task tested memory for syntactic (active/passive arid word order) changes and for semantic (meaningful and anomalous) changes. On the basis of McNeill's theory of semantic development the following predictions were made: (a) with a minimal retention interval (almost immediate) 8-year-olds would recognize semantic changes better than syntactic changes, while 6-year-olds would not perform differently on the two types of changes, (b) with a longer retention interval, 8-year-olds would recognize semantic changes better than syntactic changes. Results supported (b) but in (a) the 8-year-olds recognized syntactic changes better. This finding was discussed in terms of task differences and a new experimental approach was proposed.
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Date Issued: 1973
PURL: http://purl.flvc.org/fcla/dt/13598
Subject Headings: Memory in children, Recognition (Psychology), Psycholinguistics
Format: Document (PDF)

Title: THE TAXONOMIC AND NON-TAXONOMIC CLUSTERING AND RECALL OF YOUNG CHILDREN IN A SORTING AND DELAYED RECALL TASK.
Creator: ZAKEN, FLORA JANE, Florida Atlantic University
Abstract/Description: Several studies have found recall and clustering performance of young children to be greater with non-taxonomic (NT) than with taxonomic (T) materials, while other studies have found the reverse. The present experiment has tried to resolve this discrepancy by introducing the variable of criterion vs single sorting prior to recall. A comparison of Immediate and Delayed recall between child-generated T and child-generated NT categories under criterion (two consecutive identical sorts) and...
Show moreSeveral studies have found recall and clustering performance of young children to be greater with non-taxonomic (NT) than with taxonomic (T) materials, while other studies have found the reverse. The present experiment has tried to resolve this discrepancy by introducing the variable of criterion vs single sorting prior to recall. A comparison of Immediate and Delayed recall between child-generated T and child-generated NT categories under criterion (two consecutive identical sorts) and single sorting conditions was used to assess the differences in these T and NT grouping patterns as a basis for organizing recall. Although there were no significant interactions with delay, when subjects sorted only once, recall performance was greater with T related materials. However, when subjects sorted to a stable criterion of two consecutive identical sorts, recall performance with NT related materials was greater than performance with T related materials. These results suggest that under single sorting conditions, the use of T categories may have resulted in a better fit with the child's semantic memory structure than NT groupings. However, with stable sorting, both T and NT grouping patterns were equally consolidated into the memory structure, making them both equally retrievable.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/14009
Subject Headings: Memory in children, Cluster analysis, Recollection (Psychology)
Format: Document (PDF)

Title: THE DEVELOPMENT AND MENTAL EFFORT REQUIREMENTS OF STRATEGY USE IN FREE RECALL.
Creator: Harnishfeger, Katherine Kipp, Florida Atlantic University
Abstract/Description: The relationship between the mental effort requirement of strategy use and the development of an organizational strategy was investigated. 1st, 3rd, and 5th graders were assigned to one of four conditions reflecting the orthogonal combination of organizational instructions (training vs free recall) and item presentation (blocked by categories vs random). During two free recall trials of a list of 16 words, subjects' mental effort expenditure was assessed by measuring interference on a...
Show moreThe relationship between the mental effort requirement of strategy use and the development of an organizational strategy was investigated. 1st, 3rd, and 5th graders were assigned to one of four conditions reflecting the orthogonal combination of organizational instructions (training vs free recall) and item presentation (blocked by categories vs random). During two free recall trials of a list of 16 words, subjects' mental effort expenditure was assessed by measuring interference on a secondary task (finger tapping). The older children recalled more items and were more strategic than the younger children; however, there were no differences in interference among the grades. Training resulted in superior recall, clustering, and mental effort expenditure; blocked presentation led to greater recall and clustering, but not interference. It was suggested that the activation of items in semantic memory and the use of categorical organization to facilitate recall become more efficient with age, resulting in superior performance by the older children without corresponding increases in mental effort.
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Date Issued: 1987
PURL: http://purl.flvc.org/fcla/dt/14363
Subject Headings: Memory in children--Psychological aspects
Format: Document (PDF)

Title: Remembering the future: individual differences in metacognitive representation predict prospective memory performance on time-baseed [sic] and event-based tasks in early childhood.
Creator: Causey, Kayla B., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Prospective memory is remembering to perform an action in the future, such as attending a meeting (a time-based task) or picking up milk at the gas station (an eventbased task), and is crucial to achieving goal-directed activities in everyday life. Children who fail to develop prospective memory abilities are likely to experience difficulties interacting with parents, teachers, and peers. To date, research on prospective memory development has been primarily descriptive or focused on...
Show moreProspective memory is remembering to perform an action in the future, such as attending a meeting (a time-based task) or picking up milk at the gas station (an eventbased task), and is crucial to achieving goal-directed activities in everyday life. Children who fail to develop prospective memory abilities are likely to experience difficulties interacting with parents, teachers, and peers. To date, research on prospective memory development has been primarily descriptive or focused on underlying executive functioning. This dissertation investigated the developmental relationship between metacognitive representation and prospective memory in preschool and elementary school children and adults. Findings from Study 1 indicated that individual differences in representational ability independently predicted individual differences in 3-year-olds' performance on event-based tasks that are of low-interest. Qualitative changes are important to consider when modeling prospective memory develop ment, as with episodic memory. Study 2 presents findings based on a study using the CyberCruiser 2.0, an Xbox-style racing game designed to assess time-based prospective memory. This study confirmed that kindergarten children are capable of completing this time-based prospective memory task but revealed that performance improved with age. Between kindergarten and 2nd grade, children become better aware of their own mental processes and abilities, allowing them to adjust their strategies and perform more comparable to adults. As a result, in this study, younger children tended to overestimate their prospective memory abilities and were less likely to monitor passing time, causing them to fail more time-based task trials than older children and adults., Similarly, participants who underestimated the costs of prospective memory failed more time-based tasks relative to those who more accurately assessed these costs. Although this latter relationship was limited to adults, it suggests that a poor metacognitive understanding of the costs of prospective memory may result in missed opportunities to carry out a delayed intention if individuals fail to allocate attentional resources appropriately. These findings have theoretical implications for models of prospective memory and development. Practical implications for educating children are also discussed.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2974431
Subject Headings: Metacognition, Memory, Pyschological aspects, Social psychology, Cognition in children
Format: Document (PDF)

Title: Effects of prenatal exposure to cocaine on memory for sex-typed event sequences by preschool children.
Creator: Iskandar, Niveen, Florida Atlantic University, Terry, Leslie M., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Cocaine use during pregnancy has been associated with neurobehavioral and cognitive difficulties in infants and toddlers. The present study used an elicited imitation procedure to investigate memory for sex-typed event sequences in preschool children. Measures of immediate and delayed recall was assessed in three groups of children: drug-exposed, at-risk, and not-at-risk. Results indicated that (1) drug-exposed males showed no evidence of demasculinization and/or feminization, (2) drug...
Show moreCocaine use during pregnancy has been associated with neurobehavioral and cognitive difficulties in infants and toddlers. The present study used an elicited imitation procedure to investigate memory for sex-typed event sequences in preschool children. Measures of immediate and delayed recall was assessed in three groups of children: drug-exposed, at-risk, and not-at-risk. Results indicated that (1) drug-exposed males showed no evidence of demasculinization and/or feminization, (2) drug-exposed children, in general, did not recall a fewer number of different target acts or fewer actions in the correct order than the at-risk or not-at-risk children, and (3) drug-exposed and at-risk children exhibited a greater number of repetition errors and novel errors than not-at-risk children. Findings suggest that certain effects of prenatal drug exposure are still evident in children of preschool age.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/15700
Subject Headings: Cocaine--Physiological effect, Children of prenatal substance abuse--Development, Memory in children
Format: Document (PDF)

Memory in children (16)	+ -
Cognition in children (6)	+ -
Recollection (Psychology) (6)	+ -
Memory (2)	+ -
Metacognition (2)	+ -

Recognition (Psychology) (2)	+ -
Association of ideas (1)	+ -
Child witnesses (1)	+ -
Children of prenatal substance abuse--Development (1)	+ -
Cluster analysis (1)	+ -
Cocaine--Physiological effect (1)	+ -
Cognition in adolescence (1)	+ -
Eyewitness identification (1)	+ -
False memory syndrome (1)	+ -
Memory -- Age factors (1)	+ -
Memory in adolescence (1)	+ -
Memory in children--Psychological aspects (1)	+ -
Psycholinguistics (1)	+ -
Pyschological aspects (1)	+ -
Social psychology (1)	+ -

Florida Atlantic University (17)	+ -
Bjorklund, David F. (5)	+ -
Charles E. Schmidt College of Science (5)	+ -
Department of Psychology (5)	+ -
Brown, Rhonda Douglas (1)	+ -

Cassel, William Steven (1)	+ -
Causey, Kayla B. (1)	+ -
Coyle, Thomas Roger. (1)	+ -
DE MARCHENA, MELANIE RUTH RABIN. (1)	+ -
Dirghangi, Shrija R. (1)	+ -
ERSOFF, JEFFREY ALAN. (1)	+ -
HAFER, MARY FLANAGAN (1)	+ -
HIBEL, JANET (1)	+ -
Harnishfeger, Katherine Kipp (1)	+ -
Iskandar, Niveen (1)	+ -
JACOBS, JOHN WILLIAM (1)	+ -
Laursen, Brett (1)	+ -
MCKENNA, DONNA LEE (1)	+ -
SAARNIO, DAVID ARI. (1)	+ -
THOMPSON, BARBARA ELAINE (1)	+ -
Terry, Leslie M. (1)	+ -
WEISS, SARA CULVER. (1)	+ -
ZAKEN, FLORA JANE (1)	+ -
ZEMAN, BARBARA RIDGDILL (1)	+ -

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