TY - JOUR
T1 - Developmental differences in memory for temporally neutral and temporally tagged information
AU - Kareev, Yaakov
PY - 1981/4
Y1 - 1981/4
N2 - Forty children (ages 7 and 11 years) listened to stories and then answered questions about temporally neutral and temporally tagged information appearing in them (e.g., "Linda is smart" vs "Linda ate an apple"). Number of presentations and free recall of the stories were manipulated to study age-related changes in the effects of additional processing on memory for the two kinds of information. Older children exhibited overall better memory, but with additional processing that difference was larger for temporally neutral than for temporally tagged information. The observed interactions among age, additional processing, and kind of information demonstrated the importance of the distinction between temporally neutral and temporally tagged information for developmental studies of memory for prose.
AB - Forty children (ages 7 and 11 years) listened to stories and then answered questions about temporally neutral and temporally tagged information appearing in them (e.g., "Linda is smart" vs "Linda ate an apple"). Number of presentations and free recall of the stories were manipulated to study age-related changes in the effects of additional processing on memory for the two kinds of information. Older children exhibited overall better memory, but with additional processing that difference was larger for temporally neutral than for temporally tagged information. The observed interactions among age, additional processing, and kind of information demonstrated the importance of the distinction between temporally neutral and temporally tagged information for developmental studies of memory for prose.
UR - http://www.scopus.com/inward/record.url?scp=0019559156&partnerID=8YFLogxK
U2 - 10.1016/0022-0965(81)90020-5
DO - 10.1016/0022-0965(81)90020-5
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C2 - 7217892
AN - SCOPUS:0019559156
SN - 0022-0965
VL - 31
SP - 310
EP - 320
JO - Journal of Experimental Child Psychology
JF - Journal of Experimental Child Psychology
IS - 2
ER -