We would like to thank Hannah Bingman and Wendy Shallcross for their assistance in testing participants, and Stacie Crawley, Julie Sluzenski, and Laura Sywulak for their conversations pertaining to project development.
Memory Binding in Early Childhood: Evidence for a Retrieval Deficit
Article first published online: 14 SEP 2009
© 2009, Copyright the Author(s). Journal Compilation © 2009, Society for Research in Child Development, Inc.
Volume 80, Issue 5, pages 1321–1328, September/October 2009
How to Cite
Lloyd, M. E., Doydum, A. O. and Newcombe, N. S. (2009), Memory Binding in Early Childhood: Evidence for a Retrieval Deficit. Child Development, 80: 1321–1328. doi: 10.1111/j.1467-8624.2009.01353.x
- Issue published online: 14 SEP 2009
- Article first published online: 14 SEP 2009
Previous research has suggested that performance for items requiring memory-binding processes improves between ages 4 and 6 (J. Sluzenski, N. Newcombe, & S. L. Kovacs, 2006). The present study suggests that much of this improvement is due to retrieval, as opposed to encoding, deficits for 4-year-olds. Four- and 6-year-old children (N = 48 per age) were given objects, backgrounds, and object + background combinations to remember. Younger children performed equivalently to 6-year-olds during a working memory task for all types of memory questions but were impaired during a long-term memory task for the object + background combinations. Furthermore, this deficit was completely due to differences in false alarm rates, suggesting that separate analyses of hits and false alarms may be preferable to corrected recognition scores when studying memory development.