Distractibilty in infancy: the effects of distractor characteristics and type of attention

Article Abstract:

The characteristics of distractors and type of object-directed attention affect infants' distraction latencies, which are a measure of allocation of attention to stimuli during object exploration. Seven- and 10-month-old infants are more distractible during casual than during focused attention. Infants exhibit shorter distraction latencies to bimodal distractors, those that involve both visual and auditory components, than to unimodal distractors, that involve either an auditory or a visual component. They also reveal longer distraction latencies toward simple, than toward complex bimodal distractors.

Attention (Psychology), Intersensory effects, Infant psychology, Attention

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Direct and indirect measures of intentional forgetting in children and adults: evidence for retrieval inhibition and reinstatement

Article Abstract:

Retrieval inhibition and reinstatement play an important role in direct and indirect measures of item-cued intentional forgetting in third- and fourth-grade children and adult college students. Both age groups exhibit better memory for words cued to be remembered than those cued to be forgotten, and show better performance on the direct measure of word-stem completion tasks than on the indirect priming tasks. Various retrieval inhibition manipulations have similar effects on the performance of both children and adults. The implications of the results for children's eyewitness testimony are presented.

Psychological aspects, Youth, Children as witnesses, Child witnesses, Priming (Psychology), Memory in children, Children's memory, Memory in youth

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Effects of experience and reminding on long-term recall in infancy: remembering not to forget

Article Abstract:

Assessment of the reactions of one-to-two-year-olds to three experimental scenarios illustrated that nature of organization of a particular event representation more than memory retention time influences remembering and forgetting patterns in children. Reminding children of the specific event has a positive effect on their performance in recalling that event.

Cognition in infants, Infant cognition

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