Memory enhancements from active control of learning emerge across development

Bibtex entry:

@article{ruggeri2019memory,
	abstract = {This paper reports three experiments testing whether active control of study leads to enhanced learning in 5- to 10-year-old children. Children played a simple memory game on a touchscreen tablet. In Experiments 1 and 2, the goal was to study and remember as many as possible from set of 64 everyday objects. In Experiment 3 the goal was to learn the French names for the same objects. For half of the materials presented, participants could decide the order and pacing of study (Active condition). For the other half of the materials, they passively observed the study decisions of a previous participant's active study phase (Yoked condition). Across all three experiments, we found that memory was more accurate for objects studied in the active condition as compared to the yoked condition. However, the advantage for active learning was relatively small among 5-year-olds and increased with children's age, becoming comparable to adults? by age 8. Our results suggest that the ability to effectively control study emerges and develops during early childhood and leads to lasting memory benefits over a week delay.},
	author = {Ruggeri, A. and Markant, D.B. B and Gureckis, T.M. and Bretzke, M. and Xu, F.},
	journal = {Cognition},
	pages = {82--94},
	publisher = {Elsevier},
	title = {Memory enhancements from active control of learning emerge across development},
	volume = {186},
	year = {2019}}

QR Code: