Journal article
Experiencing nearby locations together in time: the role of spatiotemporal contiguity in children's memory for location
Journal of experimental child psychology, Vol.82(3), pp.200-225
2002
DOI: 10.1016/S0022-0965(02)00004-8
PMID: 12093107
Abstract
Three studies investigated how experiencing nearby locations together in time influences memory for location. Seven-, 9-, and 11-year-old children and adults learned 20 object locations in a small-scale space. The space was divided into regions by lines or walls. In Study 1, participants learned the locations either region by region or in a random order. Following learning, participants replaced the objects without the aid of the dots marking the locations and the boundaries subdividing the space. They replaced the objects in any order they chose. After experiencing the locations in random orders during learning, only adults underestimated distances between locations belonging to the same group (i.e., region). Conversely, 9- and 11-year-old children and adults who had experienced the locations region by region during learning underestimated these distances. These findings suggest that experiencing nearby locations together in time increases the weight children assign to categorical information in their estimates of location. Results from Studies 2 and 3 in which participants learned the locations region by region and then replaced the objects region by region (Study 2) or in a random order (Study 3) were similar, highlighting the importance of spatiotemporal cues in memory for location.
Details
- Title: Subtitle
- Experiencing nearby locations together in time: the role of spatiotemporal contiguity in children's memory for location
- Creators
- Alycia M Hund - Department of Psychology, 11 SSH East, University of Iowa, Iowa City, IA 52242, United StatesJodie M Plumert - Department of Psychology, 11 SSH East, University of Iowa, Iowa City, IA 52242, United StatesChristina J Benney - Department of Psychology, 11 SSH East, University of Iowa, Iowa City, IA 52242, United States
- Resource Type
- Journal article
- Publication Details
- Journal of experimental child psychology, Vol.82(3), pp.200-225
- DOI
- 10.1016/S0022-0965(02)00004-8
- PMID
- 12093107
- NLM abbreviation
- J Exp Child Psychol
- ISSN
- 0022-0965
- eISSN
- 1096-0457
- Publisher
- Elsevier
- Language
- English
- Date published
- 2002
- Academic Unit
- Psychological and Brain Sciences; Injury Prevention Research Center
- Record Identifier
- 9984214750302771
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