Two-and-a-Half-Year-Olds’ Memory for Sources of Actions: Contextual Support Facilitates Recall

Abstract

This research examines the early emergence of source-monitoring abilities. Previous research has consistently demonstrated that children as young as 3 to 4 years of age do well on simple versions of action-based source-monitoring tasks. Research on even younger children, however, remains lacking. In this study we examined whether 2½-year-olds could accurately recall source on a simplified task. For the procedure, we used an action-based task in which children collaborate with an experimenter to build a model farm. During construction, the child and the experimenter took turns placing items on the farm. After construction, children were administered a source memory test in which they were asked to recall who had placed each item. To more closely examine factors that influence source accuracy in this young population, we included two conditions that varied in terms of contextual support. In the no-context-cues condition, in line with typical source-monitoring tasks, children were asked the source test question while items were presented individually and the farm was not in view. In the context-cues condition, the original spatial array of farm items was left intact to provide additional cues for children's source decisions. The main finding was that children in both conditions showed high levels of source accuracy at test indicating a surprisingly early age of emergence for this ability. Also, as predicted, children in the context-cues condition were the most accurate in attributing source.

ACKNOWLEDGMENTS

This research was supported by a Natural Sciences and Economic Research Council of Canada discovery grant and University of Calgary SEED grant awarded to Suzanne Hala. We thank Carly McMorris and Emma Climie for their assistance in various aspects of this project. We are grateful for the generous cooperation of the parents, staff and children at Childspace Learning Center, Sandstone Child Learning Centre, Silver Springs Teddy Preschool, and the Ch.I.L.D research group at the University of Calgary.

Notes

Note. SD in parentheses.