The development of memory in young children

Abstract

This study is based upon the work of the Russian educational psychologist Yendovitskaya and refines aspects of his work. The main hypothesis being tested is that if young children are able to formulate a semantic link between a presented word and picture, then upon being presented with the pictures in the reverse order they would be able to recall the words associated with the pictures. The sample, comprised ten children in each of the following age groups, three to four, four to five, five to six, six to seven years of age. Each child was presented with the same task and instructions. Five words were presented to both the three to four and four to five year groups, and the five to seven year groups were presented with ten words for recall. Pictures randomly selected from the Peabody Picture Vocabulary Test up to a seven year level for subjects of estimated average learning ability were used as visual props to aid verbal mediation. A significant statistical relationship was found between verbal elaboration (the formulation of a semantic link between word and picture) and subsequent recall at each age level. The study supported the findings of Yendovitskaya regarding the developmental nature of memory behaviours; the importance of the young child's own activity for memory processes and for verbal conceptual development in the mediation of retention and recall.