title: Developmental invariance in distinctiveness effects in memory.
abstract: Improvements in 5- and 7-year-olds' acquisition and retention of related concept pairings were examined when additional similarities and differences between pair members were provided. Using a standard paired-associate learning paradigm, children learned 18 related picture pairs; some of the children either were given or produced additional similarities or differences between pair members at the time of learning. Three weeks after learning was complete, children attempted to recall the pairs. Using a model to determine the storage and retrieval loci of these effects, the results showed that (a) all children benefited from self-generated elaborations, regardless of whether these were similarities or differences, and these benefits were storage related, and (b) difference elaborations improved children's retention regardless of whether they were self- or experimenter-generated, and these effects were primarily retrieval based. These results are consistent with theories that (a) view retrieval as the locus of distinctiveness effects and (b) view storage as the locus of self-generated memory improvements.
authors.affiliation: Department of Psychology, Fylde College, Lancaster University, Lancaster, United Kingdom. mark.howe@lancaster.ac.uk
authors.forename: Mark L
authors.initials: ML
authors.lastname: Howe
mesh_terms: D000367:Age Factors; D000704:Analysis of Variance; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D004193:Discrimination Learning / Q000502:physiology*; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall / Q000502:physiology*; D008960:Models, Psychological; D010153:Paired-Associate Learning / Q000502:physiology*; D012153:Retention, Psychology / Q000502:physiology*