Recognition memory for pictures in preschool children

Brown, Ann L.; Scott, Marcia S.

doi:10.1016/0022-0965(71)90045-2

Cited by 121 publications

(61 citation statements)

References 9 publications

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“…As with adults, several studies have shown that children's recognition memory is quite impressive (Brown & Campione, 1972;Brown & Scott, 1971;Daehler & Bukatko, 1977) . For Traffic Safety Messages for Youth 13 example, Brown and Scott (1971) showed 4 and 5-year-old girls and boys 32 pictures cut out of a children's book.…”

Section: Long-term Memorymentioning

confidence: 99%

“…For Traffic Safety Messages for Youth 13 example, Brown and Scott (1971) showed 4 and 5-year-old girls and boys 32 pictures cut out of a children's book. Some of the pictures were shown to them once and some were shown twice.…”

Section: Long-term Memorymentioning

confidence: 99%

“…Kail further pointed out that children's recognition often involves much more complexity; that is, scenes that contain multiple objects. Using a paradigm similar to the one utilized by Brown and Scott (1971), several studies have shown that recognition accuracy for scenes containing multiple objects increases with age (e.g., Hock, Romanski, Galie, & Williams, 1978;Mandler & Robinson, 1978;Newcombe, Rogoff, & Kagen, 1977). For example, Newcombe, et al (1977) tested recognition accuracy of 6-year-olds, 9-year-olds, and adults for several pictures of scenes, each of which contained multiple objects arranged in a natural setting.…”

Section: Long-term Memorymentioning

confidence: 99%

“…Because of this distinction, psychologists typically distinguish between recognition and recall when investigating LTM retrieval (e.g., Anderson & Bower, 1972;Klatzky, 1980). This distinction is important when considering age-related differences in LTM retrieval.As with adults, several studies have shown that children's recognition memory is quite impressive (Brown & Campione, 1972;Brown & Scott, 1971;Daehler & Bukatko, 1977) . For Traffic Safety Messages for Youth 13 example, Brown and Scott (1971) showed 4 and 5-year-old girls and boys 32 pictures cut out of a children's book.…”

mentioning

confidence: 99%

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Matching Traffic Safety Strategies to Youth Characteristics: A Literature Review of Cognitive Development

Eby¹,

Molnar²

1998

PsycEXTRA Dataset

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In an effort to reduce the high crash rate and resulting injuries of young drivers, the National Highway Traffic Safety Administration has sponsored research to assess the factors responsible for this heightened crash risk and to determine the implications for traffic safety programs. As part of this research, this review of research literature was conducted to determine what is known about cognitive development and information processing capabilities of youth. The goal of the project was to ascertain how traffic safety programs should be structured to match these cognitive characteristics. The review is divided into 12 sections. This literature review focuses primarily on cognitive development from about 10 to 24 years of age. The first section is about memory; that is, the processes that allow a person to retain knowledge over time. The second section, attention, discusses the factors related to the development of how people focus cognitive resources on perceptual or mental tasks, including selective, divided, and sustained attention. The third section, learning, discusses the processes by which people acquire information. The fourth section, reasoning, discusses types of reasoning and the problems young people have with this type of thinking. The fifth section, motivation, examines the factors that initiate and influence the intensity of behaviors. The sixth section, is a discussion of the development of risk perception and factors that contribute to the misperception of risk. The seventh section discusses the development of problem solving and decision making in a general way. While influenced by all other cognitive factors and their age-related limitations, general deficits of problem solving and decision making ability are discussed. The eight section, social cognition, covers those topics in the development of social cognition that are likely to have an effect on driving: attribution theory and social schemata/scripts. The ninth section, attitude formation and change, discusses several factors related to attitudes and persuasion. The tenth section examines briefly the development of verbal ability, that is, all use of language. Because many traffic safety messages and programs deal with moral issues in driving, the AcknowledgmentsThis project was sponsored by the United States Department of Transportation, National Highway Traffic Safety Administration. Several individuals provided valuable insight and feedback on this literature review. A group of talented people served as subject-matter experts. This group of experts suggested literature review topics and studies, read and commented on several versions of this manuscript, and participated in a 1-day meeting to discuss the issues involved with cognitive development and traffic safety messages and programs for youth. We thank them for their generous and worthwhile efforts. The people in this group were: Allen Bard, Douglas Bierness, Jacquelynne Eccles, John Hagen, Brian Jonah, Patrick O'Malley, John Palmer, David Rosen, J. Frank Yates, and Marc Z...

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Section: Long-term Memorymentioning

confidence: 99%

Section: Long-term Memorymentioning

confidence: 99%

Section: Long-term Memorymentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Matching Traffic Safety Strategies to Youth Characteristics: A Literature Review of Cognitive Development

Eby¹,

Molnar²

1998

PsycEXTRA Dataset

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“…Of the two procedures typically used to assess memory performance, recall and recognition, more is known about the factors influencing the growth of recall memory (see Kail & Hagen, 1977, for a review). With regard to recognition memory, it has been shown that recognition performance does typically increase with age (Mandler & Stein, 1974;Nelson & Kosslyn, 1976;Perlmutter & Myers, 1974;Rogoff, Newcombe, & Kagan, 1974;Tversky & Teiffer, 1976), although recognition accuracy is quite high, even in preschool children (Brown & Scott, 1971;Corsini, Jacobus, & Leonard, 1969;Perlmutter & Myers, 1976). Increasing the similarity between targets and distractors has been shown to increase the size of developmental differences in recognition memory (Dirks & Neisser, 1977;Mandler & Stein, 1974;Tversky & Teiffer, 1976).…”

mentioning

confidence: 99%

Age trends in recognition memory for pictures: The effects of delay and testing procedure

Morrison

Haith

Kagan

1980

Bull. Psychon. Soc.

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Experiment 1 examined the effects of three delay intervals (0, 24, and 48 h) on recognition memory performance of 5-, 8-, and ll-year-olds and adults using a forced-choice procedure. Results revealed significant drops in performance after 24 h for 5-year-olds and after 48 h for 8-year-olds, with no performance decrement for older age groups. However, observations made during the first experiment raised the possibility that performance in the forced-choice procedure may have been biased, since subjects could infer which item was presented previously from high confidence that the new item had never been presented. Since age differences in use of this inferential process may have exaggerated the performance differences observed with the forced-choice procedure, Experiment 2 employed a single-item yes-no testing procedure to assess age and delay effects on recognition memory. Performance increased with age and decreased with delay, but no differential performance decrement occurred across delay as a function of age. Together, results confirmed earlier studies in demonstrating age invariance in information loss across time.Memory development has been the focus of extensive investigation over the past decade. Of the two procedures typically used to assess memory performance, recall and recognition, more is known about the factors influencing the growth of recall memory (see Kail & Hagen, 1977, for a review). With regard to recognition memory, it has been shown that recognition performance does typically increase with age (Mandler & Stein, 1974;Nelson & Kosslyn, 1976;Perlmutter & Myers, 1974;Rogoff, Newcombe, & Kagan, 1974;Tversky & Teiffer, 1976), although recognition accuracy is quite high, even in preschool children (Brown & Scott, 1971;Corsini, Jacobus, & Leonard, 1969;Perlmutter & Myers, 1976). Increasing the similarity between targets and distractors has been shown to increase the size of developmental differences in recognition memory (Dirks & Neisser, 1977;Mandler & Stein, 1974;Tversky & Teiffer, 1976). In addition, degree of organization in a pictorial scene affected age differences found in recognition accuracy (Mandler & Robinson, 1978 nized pictures than they did on pictures of objects organized in a real-world scene. Adults, in contrast, did not differ in recognition accuracy for organized vs. unorganized scenes (Mandler & Ritchey, 1977). One potentially important variable is the length of delay between inspection and testing. If loss of information over time varies across age, developmental differences in recognition memory should vary as a function of delay interval. Fajnsztejn-Pollack (1973) compared recognition performance for 280 pictures in children 5-16 years old after delay intervals of 2, 5, 10, 20, and 49 weeks following initial inspection. Although recognition performance declined across the delay, no age differences were found in the rate at which items were lost from memory over time. However, FajnsztejnPollack's earliest assessment of delayed recognition performance was fully 2 weeks followin...

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The role of social context in memory development

Ratner

1980

New Directions for Child and Adolescent Development

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Recognition memory for pictures in preschool children

Cited by 121 publications

References 9 publications

Matching Traffic Safety Strategies to Youth Characteristics: A Literature Review of Cognitive Development

Matching Traffic Safety Strategies to Youth Characteristics: A Literature Review of Cognitive Development

Age trends in recognition memory for pictures: The effects of delay and testing procedure

The role of social context in memory development

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