Format

Send to

Choose Destination
See comment in PubMed Commons below
Dev Psychol. 2013 Nov;49(11):2112-9. doi: 10.1037/a0031759. Epub 2013 Jan 28.

Revisiting the effect of reminders on infants' media memories: does the encoding format matter?

Author information

1
Department of Psychology, Georgetown University.

Abstract

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.

PMID:
23356528
DOI:
10.1037/a0031759
[Indexed for MEDLINE]
PubMed Commons home

PubMed Commons

0 comments
How to join PubMed Commons

    Supplemental Content

    Full text links

    Icon for American Psychological Association
    Loading ...
    Support Center