Rich and Sparse Figurative Information in Children's Memory for Colorful Places.
The relation between perceptual and conceptual knowledge is a longstanding research question in developmental psychology. Here we tested children's dependence on figurative information with a reaction time/accuracy task. A sample of 151 children from 5 to 10 years were assessed from two multicultura...
| Publicado en: | Developmental Psychology Vol. 59; no. 2; pp. 256 - 272 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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American Psychological Association
Feb2023
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=161848635&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 161848635 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00121649 DPS jtl: Developmental Psychology issn: 00121649 maglogo: N pubinfo: dt: Feb2023 vid: 59 iid: 2 pid: 34 pub: American Psychological Association artinfo: ui: 161848635 10.1037/dev0001483 ppf: 256 ppct: 16 formats: tig: atl: Rich and Sparse Figurative Information in Children's Memory for Colorful Places. aug: au: Lange-Küttner, Christiane Collins, Chenelle L. Ahmed, Rahima K. Fisher, Lauren E. affil: Department of Psychology, University of Bremen Department of Psychology, School of Social Sciences, London Metropolitan University su: United Kingdom Sensory perception Task performance Cultural pluralism Child behavior Schools Figures of speech Memory in children Factor analysis Descriptive statistics Reaction time Color sug: subj: Sensory perception Task performance Cultural pluralism Child behavior Schools Figures of speech United Kingdom Elementary and Secondary Schools All Other Miscellaneous Schools and Instruction Memory in children Factor analysis Descriptive statistics Reaction time Color keyword: memory retrieval place memory salience visual memory development what-and-where system memory retrieval place memory salience visual memory development what-and-where system ab: The relation between perceptual and conceptual knowledge is a longstanding research question in developmental psychology. Here we tested children's dependence on figurative information with a reaction time/accuracy task. A sample of 151 children from 5 to 10 years were assessed from two multicultural and multiracial schools in the London (UK) boroughs City of London and Harrow. A quarter of children in both schools were eligible for free school meals (national average 18.5%). The same 3 × 3 grid with nine individually colored places and a uniform black star as placeholder was tested in three different retrieval conditions: (a) same array as during presentation, (b) one place at a time with placeholder, and (c) one place at a time without placeholder. In a (d) control condition, individual shapes were of the same color as the colorful places. Bayes Factor analyses showed a more unified response toward figurative placeholders in 5- to 6-year-olds. Independently of age, colorful places without a placeholder were hardest to remember. Places were better remembered when a placeholder was added and still better when the spatial context of the entire array was available. Yet unique shapes with distinctive contours and colors as placeholders optimized place memory the most. While place memory accuracy increased with age, reaction times did not become faster. Instead, latencies were longer, the more visual information was available in the retrieval array. A larger perceptual effect was caused by the dynamic where-delay interference task, the sparser the amount of visual information in the retrieval array. Public Significance Statement: This study reversed the usual set up of asking children to remember where objects were located. Instead, each color of a grid had an individual color. Results revealed that when 5- to 10-year-old children were tested for locations, they needed as much visual information of the grid as possible in order to accurately identify a place. The less visual information they were given, the more interference was possible. Still, an individual colorful shape's place was remembered best. With regards to response times, the more visual information they were given, the longer they needed to make a decision, independently of their age. The youngest children did not make a difference in their response times whether a colorful shape or a black star was a placeholder showing they opted for figures. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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