Work

Elicited Imitation Performance at 20 Months Predicts Memory Abilities in School-Aged Children

Year: 2013

Type: article

Abstract: Over the first decade of life there are marked improvements in mnemonic abilities. An important question from both a theoretical and applied perspective is the extent of continuity in the nature of memory over this period. The present longitudinal investigation examined declarative memory during the transition from toddlerhood to school-age using both experimental and standardized assessments. Results indicate significant associations between immediate nonverbal recall at 20 months (measured by elicited imitation) and immediate verbal and nonverbal memory (measured by standardized and laboratory-based tasks) at 6 years in typically developing children. Regression models revealed this association was specific, as measures of language abilities and temperament were not predictive of later memory performance. These findings suggest both continuity and specificity within the declarative memory system over the first years of life. Theoretical and applied implications of these findings are discussed.

Source: Journal of Cognition and Development

DOI: 10.1080/15248372.2012.689392

Authors: Tracy Riggins, Carol L. Cheatham, Emily Stark, Patricia J. Bauer

Institutions: University of Maryland, College Park, University of North Carolina at Chapel Hill, Minnesota State University, Mankato, Emory University

Language: English

Topic: Child and Animal Learning Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

Open Access status: green

Funders: University of Minnesota, National Institutes of Health, Center for Neurobehavioral Development, Eunice Kennedy Shriver National Institute of Child Health and Human Development

Award: G6997004218