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| Long Term Memory | 9 |
| Age Differences | 5 |
| Recall (Psychology) | 5 |
| Retention (Psychology) | 5 |
| Infants | 3 |
| Memory | 3 |
| Preschool Children | 3 |
| Attention | 2 |
| Cognitive Development | 2 |
| Familiarity | 2 |
| Infant Behavior | 2 |
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| Howe, Mark L. | 9 |
| Courage, Mary L. | 4 |
| Hunt, Melvine | 1 |
| Marche, Tammy A. | 1 |
| O'Sullivan, Julia T. | 1 |
| Vernescu, Roxana | 1 |
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| Journal Articles | 9 |
| Reports - Research | 9 |
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Peer reviewedHowe, Mark L.; Courage, Mary L. – Journal of Experimental Child Psychology, 1997
Used path analysis in two experiments to examine possibility that age difference in infants' long-term retention were artifacts of correlated differences in learning rates or learning opportunities. Found that developmental declines in forgetting rates between 12 and 18 months were independent of developmental differences in learning. Age…
Descriptors: Age Differences, Cognitive Development, Individual Development, Infants
Peer reviewedCourage, Mary L.; Howe, Mark L. – Journal of Experimental Child Psychology, 2001
Examined effect of familiarization on 3.5-month-olds' retention of visual stimuli with varying delay times. Found support for retention models in which direction of attentional preferences (novel, familiar, or null) depends on memory accessibility. Short lookers showed better retention over time than long lookers, indicating that much of the…
Descriptors: Attention, Familiarity, Individual Differences, Infant Behavior
Peer reviewedHowe, Mark L.; Courage, Mary L.; Vernescu, Roxana; Hunt, Melvine – Developmental Psychology, 2000
Three experiments examined kindergartners' and second graders' retention in the context of two distinctiveness manipulations, the von Restorff and bizarre imagery paradigms. Results showed that: older children retained more information from lists of pictures or interactive images over 3 weeks than younger; younger children failed to benefit from…
Descriptors: Age Differences, Children, Cognitive Development, Comparative Analysis
Peer reviewedMarche, Tammy A.; Howe, Mark L. – Developmental Psychology, 1995
Examined the long-term retention of 216 preschoolers, half of whom received a single slide presentation and while the other half received consecutive presentations until they learned the material to criterion. Exposure to misleading information 3 weeks after the presentation encouraged the preschoolers to report misinformation 4 weeks after the…
Descriptors: Influences, Long Term Memory, Models, Preschool Children
Peer reviewedHowe, Mark L.; And Others – Developmental Psychology, 1993
Three experiments measured 2.5- and 3.5-year-olds' long-term retention of object-location pairings. The subjects were provided with reinforcing information three weeks after the initial exposure and tested four weeks after initial exposure. It was found that this reinstatement (1) improved children's long-term retention; (2) affected both…
Descriptors: Age Differences, Early Childhood Education, Long Term Memory, Preschool Children
A Different View of Metamemory with Illustrations from Children's Beliefs about Long-Term Retention.
Peer reviewedO'Sullivan, Julia T.; Howe, Mark L. – European Journal of Psychology of Education, 1998
Argues that metamemory should be conceptualized as personalized, constructed knowledge consisting of accurate and naive beliefs. Illustrates the advantages of such a conceptualization using data about the development of children's beliefs about long-term retention. Concludes by sketching future directions for research in this area. (DSK)
Descriptors: Childhood Attitudes, Cognitive Psychology, Foreign Countries, Learning Processes
Peer reviewedHowe, Mark L. – Developmental Psychology, 1995
Two experiments examined the effects of interference on young children's long-term memory using paired-association recall and free recall. The results indicated that children were susceptible to interference, the locus of interference effects was at storage, and that both younger (preschool) and older (kindergarten) children experienced similar…
Descriptors: Age Differences, Elementary Education, Influences, Kindergarten Children
Peer reviewedCourage, Mary L.; Howe, Mark L. – Journal of Experimental Child Psychology, 1998
Two experiments used paired-comparisons to investigate 3-month olds' recognition of dynamic visual events after various retention intervals. Results indicated a changing pattern of attentional preferences over time consistent with models of infant recognition memory in which novelty, familiarity, and null preferences are considered conjointly and…
Descriptors: Attention, Familiarity, Infant Behavior, Infants
Peer reviewedHowe, Mark L. – Developmental Psychology, 1991
Examined misinformation effects in kindergartners' and second graders' long-term recollection. Results of two experiments showed that (1) misinformation effects were related to rate of forgetting but not to age; (2) developmental differences in retention were controlled by forgetting; and (3) reminiscence increased the probability of correct…
Descriptors: Age Differences, Elementary School Students, Encoding (Psychology), Grade 2
