Task effects in children's word recall: Expanding the reverse production effect.
Words said aloud are typically recalled more than words studied under other techniques. In certain circumstances, production does not lead to this memory advantage. We investigated the nature of this effect by varying the task during learning. Children aged five to six years were trained on novel wo...
| Publicado en: | Journal of Child Language Vol. 53; no. 3; pp. 723 - 736 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Cambridge University Press
May2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=193761217&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 193761217 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03050009 JCL jtl: Journal of Child Language issn: 03050009 maglogo: N pubinfo: dt: May2026 vid: 53 iid: 3 pid: 15979 pub: Cambridge University Press artinfo: ui: 193761217 193761217 193761217 10.1017/S0305000925000030 193761217 ppf: 723 ppct: 13 formats: tig: atl: Task effects in children's word recall: Expanding the reverse production effect. aug: au: López Assef, Belén Zamuner, Tania affil: Department of Linguistics, University of Ottawa, Ottawa, Canada sug: subj: Word Lists Learning Speech Production Measurement Methods Nonverbal Communication Memory Task Performance and Analysis Language Development Human Funding Source Canada Male Female Child, Preschool Child Random Assignment Audiorecording Videorecording Descriptive Statistics Post Hoc Analysis Eye Movements Child Development Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: Words said aloud are typically recalled more than words studied under other techniques. In certain circumstances, production does not lead to this memory advantage. We investigated the nature of this effect by varying the task during learning. Children aged five to six years were trained on novel words which required no action (Heard) compared to Verbal-Speech (production), Non-Verbal-Speech (stick out tongue), and Non-Verbal-Non-Speech (touch nose). Eye-tracking showed successful learning of novel words in all training conditions, but no differences between conditions. Both non-verbal tasks disrupted recall, demonstrating that encoding can be disrupted when children perform different types of concurrent actions. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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