ERIC Number: EJ1050089
Record Type: Journal
Publication Date: 2013-Nov
Abstractor: As Provided
Reference Count: 45
Revisiting the Effect of Reminders on Infants' Media Memories: Does the Encoding Format Matter?
Barr, Rachel; Brito, Natalie; Simcock, Gabrielle
Developmental Psychology, v49 n11 p2112-2119 Nov 2013
With the present research, the authors examined whether reminders could maintain 18-month-olds' memories generated from picture books and videos. Infants (N = 98) were shown a series of target actions in a picture book or on video. Either 24 hr or 2 weeks prior to a 4-week deferred imitation test, they were exposed to a reminder, a partial presentation of the original media demonstration. After both reminder delays, groups that received a video demonstration and a video reminder ("video/video") performed significantly better than did the video-reminder-only control group ("x/video"), but groups that received a picture-book demonstration and a picture-book reminder (book/book) did not perform better than did the picture-book-reminder-only control ("x/book"). Additionally, if reminders did not veridically match the conditions of encoding (e.g., video demonstration and a book reminder, "video/book" or vice versa), infants also failed to perform better than controls. Theoretical implications for the understanding of long-term memory processing during early childhood and practical implications for early multimedia usage are discussed.
Descriptors: Infants, Memory, Priming, Recall (Psychology), Picture Books, Video Technology, Imitation, Cognitive Tests, Experiments, Cognitive Processes, Statistical Analysis, Multimedia Materials
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: National Institutes of Health (DHHS)
Authoring Institution: N/A
IES Grant or Contract Numbers: HD056084 S1