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Context reinstatement effects in children’s cued recall of strongly and weakly associated word pairs

Dietze, Paul M., Sharman, Stefanie J., Powell, Martine B. and Thomson, Donald M. 2011, Context reinstatement effects in children’s cued recall of strongly and weakly associated word pairs, Australian educational and developmental psychologist, vol. 28, no. 2, pp. 91-100.

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Title Context reinstatement effects in children’s cued recall of strongly and weakly associated word pairs
Author(s) Dietze, Paul M.
Sharman, Stefanie J.ORCID iD for Sharman, Stefanie J. orcid.org/0000-0002-0635-047X
Powell, Martine B.ORCID iD for Powell, Martine B. orcid.org/0000-0001-5092-1308
Thomson, Donald M.
Journal name Australian educational and developmental psychologist
Volume number 28
Issue number 2
Start page 91
End page 100
Total pages 10
Publisher Australian Academic Press
Place of publication Nedlands, W.A.
Publication date 2011
ISSN 0816-5122
Keyword(s) cued recall
children
context reinstatement
Summary Typically, asking people to reinstate the context of events increases their recall of those events; however, research findings have been mixed with children. We tested whether the principle underlying context reinstatement applies to children as it does to adults. This underlying principle, encoding specificity, suggests that the greater the overlap between study context cues and retrieval context cues, the more information that people should recall. In the current experiment, four age groups (7-year-olds, 9-year-olds, 11-year-olds and adults) took part in an encoding specificity procedure. At study, participants saw cue– target word pairs in which the cue word was either a strong or a weak associate of the target word (e.g., ice–COLD; blow–COLD). During an immediate cued recall test, participants were presented with the same strong or weak cue words and new, extra-list cue words. Overall, children and adults recalled more targets when they were presented with the same cue words at study and test, regardless of whether the cues were strong or weak. This finding suggests that encoding specificity applies to children as well as adults. We discuss the implications of these results.
Language eng
Field of Research 170102 Developmental Psychology and Ageing
Socio Economic Objective 970117 Expanding Knowledge in Psychology and Cognitive Sciences
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2011, Australian Academic Press
Persistent URL http://hdl.handle.net/10536/DRO/DU:30042696

Document type: Journal Article
Collections: School of Psychology
Higher Education Research Group
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