title: When Delays Improve Memory: Stabilizing Memory in Children May Require Time.
abstract: Memory is critical for learning, cognition, and cognitive development. Recent work has suggested that preschool-age children are vulnerable to catastrophic levels of memory interference, in which new learning dramatically attenuates memory for previously acquired knowledge. In the work reported here, we investigated the effects of consolidation on children's memory by introducing a 48-hr delay between learning and testing. In Experiment 1, the delay improved children's memory and eliminated interference. Results of Experiment 2 suggest that the benefit of this delay is limited to situations in which children are given enough information to form complex memory structures. These findings have important implications for understanding consolidation processes and memory development.
authors.affiliation: Department of Psychology, The Ohio State University.
authors.forename: Kevin P
authors.initials: KP
authors.lastname: Darby
authors.affiliation: Department of Psychology, The Ohio State University sloutsky.1@osu.edu.
authors.forename: Vladimir M
authors.initials: VM
authors.lastname: Sloutsky
mesh_terms: D002648:Child; D002657:Child Development; D002675:Child, Preschool; D003071:Cognition; D005260:Female; D006801:Humans; D019359:Knowledge; D008297:Male; D008568:Memory; D013997:Time Factors
keywords: cognition; cognitive development; memory; open data; open materials