The ability to learn and recall information when it is needed is essential for virtually every human activity, so it is important to develop a better understanding concerning how young children differ in this capacity compared to older children when formulating interventions to facilitate this process (Silva & Britto, 2013). The purpose of this paper is to provide a review of the relevant literature concerning these issues as well as what interventions have been proven effective in improving memory recall in different age cohorts. Finally, the paper provides a summary of the review of the literature and key findings concerning how young children differ from older children in their ability to recall information in the conclusion.
How do young children differ from older children in the ability to recall information?
On the one hand, the world in which very young children live is one of magic and wonder, and countless novel events occur that are especially memorable and which contribute to the memory-making process. On the other hand, though, very young children differ in their ability to recall specific information versus older children since their mental lexicon remains comparatively undeveloped. In this regard, Silva and Britto (2014) note that, “The human holds a mental lexicon, and this is accessed when there the desire to represent, by words, an object, an action, an attribute, an event. The learning of words and how to use them accordingly is a fundamental aspect of the language development” (p. 1654).
What interventions work to improve memory recall in different populations?
There is a general consensus among language development researchers that additional studies are needed to determine with more specificity the manner in which infants develop language. In this regard, Howell (2011) reports that, “We do not fully understand the interaction of mother and infant somatic and visceral processes gives the infant a means of expression and access to the other anticipatory motor-images and feelings and permits direct motive-to...
References
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Howell, E. F. (2011). Understanding and treating dissociative identity disorder: A relational approach. New York: Routledge.
Huey, E. & Swinehart, C. (2015, July 1). Applying imagery to vocabulary instruction. Perspectives on Language and Literacy, 41(3), 45-49.
Moeller, M. P. (2000, September). Early intervention and language development in children who are deaf and hard of hearing. Pediatrics, 106(3), 37-41.
Naveh-Benjamin, M. & Cowan, N. (2009, October 1). Age-related differences in immediate serial recall: Dissociating chunk formation and capacity. Memory and Cognition, 35(4), 724-737.
Perez, C. (2015, June 29). U.S. has more Spanish speakers than Spain. New York Post. Retrieved from https://nypost.com/2015/06/29/us-has-more-spanish-speakers-than-spain/.
Silva, T. R. & Britto, D. B. (2014, November-December). Revista CEFAC, 15(6), 1654-1663.
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