Episodic context reinstatement promotes memory retention in older but not younger elementary schoolchildren

摘要

Previous studies have shown that reinstatement of spatial and temporal background information during learning can promote memory retention in adults. However, the effect in children is unclear. In order to explore the effect of episodic context reinstatement on the memory retention of different age groups, first-grade students, third-grade students, and third-year college students studied two word lists. When the words were presented mixed together, the participants were told to either restudy the words under intentional learning conditions or make list discrimination judgements by indicating the list from which each word had originated. Results revealed that the retrieval practice based on the episodic context reinstatement paradigm showed a phased development trend in the participants compared to restudy. Episodic context reinstatement only promoted memory retention in the third-grade children and college students, but not in the first-grade children. During the early elementary school years, children do not have relatively mature episodic memory ability and cannot output memories according to context clues. Our finding suggests important guidance for the age-appropriate use of tests as instructional tools in basic education. Statement of contribution What is already known on this subject? One recent theory of retrieval-based learning is the episodic context account; it promotes memory retention by reinstate the context of a prior learning episode. Previous studies have confirmed in the adults that the episodic context reinstatement was the main reason for retrieval practice to promote memory retention through the list discrimination tasks What does this study add? This study revealed that the retrieval practice based on the episodic context reinstatement paradigm showed a phased development trend in the participants. Episodic context reinstatement only promoted memory retention in the third-grade children and college students, but not in the first-grade children, and the results support the episodic context assumption, namely that episodic context reinstatement is the key factor in memory retention. The results of this study can explain why most prior work has observed the effect of retrieval practice in the groups above grade three.