Action memory and knowledge-based cuing in school-aged children: The effect of object presentation and semantic integration
Research into memory has found that declarative knowledge provides rich information about the world and improved memory performance. The present research investigates the effects of knowledge-based cues on memory for action events and on the enactment effect. Cued recall of action phrases was examin...
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| Published in | Acta psychologica Vol. 186; pp. 118 - 125 |
|---|---|
| Main Authors | , , |
| Format | Journal Article |
| Language | English |
| Published |
Netherlands
Elsevier B.V
01.05.2018
Elsevier Science Ltd |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0001-6918 1873-6297 1873-6297 |
| DOI | 10.1016/j.actpsy.2018.04.011 |
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| Abstract | Research into memory has found that declarative knowledge provides rich information about the world and improved memory performance. The present research investigates the effects of knowledge-based cues on memory for action events and on the enactment effect. Cued recall of action phrases was examined in four groups of 8-14-year-olds (410 children in total). The object cues (i.e., real vs. imaginary objects) and semantic relational cues (i.e., well-integrated vs. poorly integrated items) were manipulated in three encoding conditions: verbal tasks, experimenter-performed tasks, and subject-performed tasks. Results indicate that enacted encoding has a recall advantage over verbal encoding regardless of the cue manipulations, though presenting objects and semantic-integrated items can moderate the enactment effect. In addition, providing further information about prior knowledge can directly influence memory performance across age groups. These results are discussed in relation to the effect of knowledge-based information in facilitating memory strategies and cognitive processing in school-aged children. |
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| AbstractList | Research into memory has found that declarative knowledge provides rich information about the world and improved memory performance. The present research investigates the effects of knowledge-based cues on memory for action events and on the enactment effect. Cued recall of action phrases was examined in four groups of 8-14-year-olds (410 children in total). The object cues (i.e., real vs. imaginary objects) and semantic relational cues (i.e., well-integrated vs. poorly integrated items) were manipulated in three encoding conditions: verbal tasks, experimenter-performed tasks, and subject-performed tasks. Results indicate that enacted encoding has a recall advantage over verbal encoding regardless of the cue manipulations, though presenting objects and semantic-integrated items can moderate the enactment effect. In addition, providing further information about prior knowledge can directly influence memory performance across age groups. These results are discussed in relation to the effect of knowledge-based information in facilitating memory strategies and cognitive processing in school-aged children. Research into memory has found that declarative knowledge provides rich information about the world and improved memory performance. The present research investigates the effects of knowledge-based cues on memory for action events and on the enactment effect. Cued recall of action phrases was examined in four groups of 8-14-year-olds (410 children in total). The object cues (i.e., real vs. imaginary objects) and semantic relational cues (i.e., well-integrated vs. poorly integrated items) were manipulated in three encoding conditions: verbal tasks, experimenter-performed tasks, and subject-performed tasks. Results indicate that enacted encoding has a recall advantage over verbal encoding regardless of the cue manipulations, though presenting objects and semantic-integrated items can moderate the enactment effect. In addition, providing further information about prior knowledge can directly influence memory performance across age groups. These results are discussed in relation to the effect of knowledge-based information in facilitating memory strategies and cognitive processing in school-aged children.Research into memory has found that declarative knowledge provides rich information about the world and improved memory performance. The present research investigates the effects of knowledge-based cues on memory for action events and on the enactment effect. Cued recall of action phrases was examined in four groups of 8-14-year-olds (410 children in total). The object cues (i.e., real vs. imaginary objects) and semantic relational cues (i.e., well-integrated vs. poorly integrated items) were manipulated in three encoding conditions: verbal tasks, experimenter-performed tasks, and subject-performed tasks. Results indicate that enacted encoding has a recall advantage over verbal encoding regardless of the cue manipulations, though presenting objects and semantic-integrated items can moderate the enactment effect. In addition, providing further information about prior knowledge can directly influence memory performance across age groups. These results are discussed in relation to the effect of knowledge-based information in facilitating memory strategies and cognitive processing in school-aged children. |
| Author | Badinlou, Farzaneh Kormi-Nouri, Reza Knopf, Monika |
| Author_xml | – sequence: 1 givenname: Farzaneh surname: Badinlou fullname: Badinlou, Farzaneh email: Farzaneh.badinlou@oru.se organization: Center for Health and Medical Psychology (CHAMP), Örebro University, 701 82 Örebro, Sweden – sequence: 2 givenname: Reza surname: Kormi-Nouri fullname: Kormi-Nouri, Reza email: reza.kormi-nouri@oru.se organization: Center for Health and Medical Psychology (CHAMP), Örebro University, 701 82 Örebro, Sweden – sequence: 3 givenname: Monika surname: Knopf fullname: Knopf, Monika email: knopf@psych.uni-frankfurt.de organization: Department of Psychology, Johann Wolfgang Goethe University, Theodor-W-Adorno-Platz 6, D-60323 Frankfurt am Main, Germany |
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| Keywords | Objects Semantic integration items Action memory School-aged children Enactment effect Knowledge-based cues |
| Language | English |
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| SubjectTerms | Action memory Children Cognitive ability Elementary school students Enactment effect Information processing Knowledge Knowledge-based cues Memory Objects School-aged children Semantic integration items Semantics Teaching aids & devices |
| Title | Action memory and knowledge-based cuing in school-aged children: The effect of object presentation and semantic integration |
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