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Revisiting the Effect of Reminders on Infants' Media Memories: Does the Encoding Format Matter? ARTICLE

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Developmental Psychology Volume 49, Number 11, ISSN 0012-1649


With the present research, the authors examined whether reminders could maintain 18-month-olds' memories generated from picture books and videos. Infants (N = 98) were shown a series of target actions in a picture book or on video. Either 24 hr or 2 weeks prior to a 4-week deferred imitation test, they were exposed to a reminder, a partial presentation of the original media demonstration. After both reminder delays, groups that received a video demonstration and a video reminder ("video/video") performed significantly better than did the video-reminder-only control group ("x/video"), but groups that received a picture-book demonstration and a picture-book reminder (book/book) did not perform better than did the picture-book-reminder-only control ("x/book"). Additionally, if reminders did not veridically match the conditions of encoding (e.g., video demonstration and a book reminder, "video/book" or vice versa), infants also failed to perform better than controls. Theoretical implications for the understanding of long-term memory processing during early childhood and practical implications for early multimedia usage are discussed.


Barr, R., Brito, N. & Simcock, G. (2013). Revisiting the Effect of Reminders on Infants' Media Memories: Does the Encoding Format Matter?. Developmental Psychology, 49(11), 2112-2119. Retrieved March 17, 2018 from .

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