RELATIONAL MEMORY IN EARLY CHILDHOOD: DOES UNITIZATION HELP?

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dc.contributor.advisorRiggins, Tracyen_US
dc.contributor.authorRobey, Alison Marieen_US
dc.contributor.departmentPsychologyen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2016-06-22T05:31:06Z
dc.date.available2016-06-22T05:31:06Z
dc.date.issued2015en_US
dc.description.abstractYoung children often experience relational memory failures, which are thought to be due to underdeveloped recollection processes. Manipulations with adults, however, have suggested that relational memory tasks can be accomplished with familiarity, a processes that is fully developed during early childhood. The goal of the present study was to determine if relational memory performance could be improved in early childhood by teaching children a memory strategy (i.e., unitization) shown to increase familiarity in adults. Six- and 8-year old children were taught to use visualization strategies that either unitized or did not unitize pictures and colored borders. Analysis revealed inconclusive results regarding differences in familiarity between the two conditions, suggesting that the unitization memory strategy did not improve the contribution of familiarity as it has been shown to do in adults. Based on these findings, it cannot be concluded that unitization strategies increase the contribution of familiarity in childhood.en_US
dc.identifierhttps://doi.org/10.13016/M2B47S
dc.identifier.urihttp://hdl.handle.net/1903/18111
dc.language.isoenen_US
dc.subject.pqcontrolledCognitive psychologyen_US
dc.subject.pqcontrolledDevelopmental psychologyen_US
dc.subject.pquncontrolledDual-Processs Systemsen_US
dc.subject.pquncontrolledMemory Developmenten_US
dc.subject.pquncontrolledStrategy Useen_US
dc.subject.pquncontrolledUnitizationen_US
dc.titleRELATIONAL MEMORY IN EARLY CHILDHOOD: DOES UNITIZATION HELP?en_US
dc.typeThesisen_US

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