Psychology Research Works
Permanent URI for this collectionhttp://hdl.handle.net/1903/1645
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Item Beyond the Gong: Relations Between Elicited Imitation Performance at 20-40 Months of Age and Memory at 6 Years(2005-04) DeBoer, T.; Cheatham, C.L.; Stark, E.; Bauer, P.J.Item In the language of multiple memory systems, defining and describing developments in long-term explicit memory.(2007) Bauer, P.J.; DeBoer, T.; Lukowski, A.F.Item Forming a stable memory representation in the first year of life: Why imitation is more than child's play.(2005) Lukowski, A.F.; Wiebe, S.A.; Haight, J.C.; DeBoer, T.; Nelson, C.A.; Bauer, P.J.Although 9-month-old infants are capable of retaining temporally ordered information over long delays, this ability is relatively fragile. It may be possible to facilitate long-term retention by allowing infants to imitate event sequences immediately after their presentation. The effects of imitation on immediate and delayed recognition and on long-term recall were investigated using event-related potentials (ERPs) and elicited imitation, respectively. Mnemonic facilitation resulting from the opportunity to imitate was apparent using both assessments. ERP assessments at immediate and delayed recognition tests suggested that infants who were allowed to imitate had stronger memory representations of familiar stimuli relative to infants who only viewed the presentation of the events. In addition, infants who were allowed to imitate evidenced higher levels of ordered recall after 1 month relative to infants who only watched the experimenter’s demonstration. Therefore, imitation proved to have beneficial effects on explicit memory in 9 1 / 2 -month-olds, providing evidence of its effectiveness as a tool to augment mnemonic capabilities in infancy.Item Mechanisms of change: Exploring not only when and what, but how declaritive memory develops.(2006) Richmond, J.; DeBoer, T.Age-related changes in representational flexibility are a characteristic feature of declarative memory development. The authors suggest that a qualitative shift in the nature of infants’ memory representations accounts for increasing memory flexibility with age. We will argue that a comprehensive theory of declarative memory development must (1) account for the effect of experience on flexibility, (2) be empirically separable from more parsimonious explanations, and (3) propose a mechanism by which the transition takes place. We will argue that a converging-methods approach is necessary to understand not only when and what develops in declarative memory, but also how developmental change occurs.