Elicited Imitation Performance at 20 Months Predicts Memory Abilities in School Age Children
During the first decade of life, there are marked improvements in mnemonic abilities. An important question from both a theoretical and applied perspective is the extent of continuity in the nature of memory during this period. The present longitudinal investigation examined declarative memory during the transition from toddlerhood to school age using both experimental and standardized assessments. Results indicate significant associations between immediate nonverbal recall at 20 months (measured by elicited imitation) and immediate verbal and nonverbal memory (measured by standardized and laboratory-based tasks) at 6 years in typically developing children. Regression models revealed this association was specific, as measures of language abilities and temperament were not predictive of later memory performance. These findings suggest both continuity and specificity within the declarative memory system during the first years of life. Theoretical and applied implications of these findings are discussed.
Journal of Cognition and Development
Riggins, T., Cheatham, C.L., Stark, E., & Bauer, P.J. (2013). Elicited Imitation Performance at 20 Months Predicts Memory Abilities in School Age Children. Journal of Cognition and Development, 14(4), 593-606. doi. 10.1080/15248372.2012.689392
Publisher's Copyright and Source
Copyright © 2013 Taylor & Francis Group. Article published by Taylor & Francis Group in Journal of Cognition and Development, volume 14, issue number 1, 2013, pages 593-606. Available online on July 11, 2013: http://dx.doi.org/10.1080/15248372.2012.689392