TY  - JOUR
A1  - AuBuchon, Angela M.
A1  - Elliott, Emily M.
A1  - Morey, Candice C.
A1  - Jarrold, Christopher
A1  - Cowan, Nelson
A1  - Adams, Eryn J.
A1  - Attwood, Meg
A1  - Bayram, Büsra
A1  - Blakstvedt, Taran Y.
A1  - Büttner, Gerhard
A1  - Castelain, Thomas
A1  - Cave, Shari
A1  - Crepaldi, Davide
A1  - Fredriksen, Eivor
A1  - Glass, Bret A.
A1  - Guitard, Dominic
A1  - Höhl, Stefanie
A1  - Hosch, Alexis
A1  - Jeanneret, Stéphanie
A1  - Joseph, Tanya N.
A1  - Koch, Christopher
A1  - Lelonkiewicz, Jaroslaw R.
A1  - Meissner, Grace
A1  - Mendenhall, Whitney
A1  - Moreau, David
A1  - Ostermann, Thomas
A1  - Özdogru, Asil Ali
A1  - Padovani, Francesca
A1  - Poloczek, Sebastian
A1  - Röer, Jan Philipp
A1  - Schonberg, Christina
A1  - Tamnes, Christian K.
A1  - Tomasik, Martin
A1  - Beatrice, Valentini
A1  - Vergauwe, Evie
A1  - Vlach, Haley
A1  - Voracek, Martin
T1  - Lexical access speed and the development of phonological recoding during immediate serial recall
T2  - Journal of cognition and development
N2  - A recent Registered Replication Report (RRR) of the development of verbal rehearsal during serial recall revealed that children verbalized at younger ages than previously thought, but did not identify sources of individual differences. Here, we use mediation analysis to reanalyze data from the 934 children ranging from 5 to 10 years old from the RRR for that purpose. From ages 5 to 7, the time taken for a child to label pictures (i.e. isolated naming speed) predicted the child’s spontaneous use of labels during a visually presented serial reconstruction task, despite no need for spoken responses. For 6- and 7-year-olds, isolated naming speed also predicted recall. The degree to which verbalization mediated the relation between isolated naming speed and recall changed across development. All relations dissipated by age 10. The same general pattern was observed in an exploratory analysis of delayed recall for which greater demands are placed on rehearsal for item maintenance. Overall, our findings suggest that spontaneous phonological recoding during a standard short-term memory task emerges around age 5, increases in efficiency during the early elementary school years, and is sufficiently automatic by age 10 to support immediate serial recall in most children. Moreover, the findings highlight the need to distinguish between phonological recoding and rehearsal in developmental studies of short-term memory.
Y1  - 2022
UR  - http://publikationen.ub.uni-frankfurt.de/frontdoor/index/index/docId/62905
UR  - https://nbn-resolving.org/urn:nbn:de:hebis:30:3-629056
SN  - 1532-7647
N1  - This work was supported by the National Institute of General Medical Sciences of the National Institutes of Health under Award P20 GM109023.
N1  - The data described in this article are openly available in the Open Science Framework at https://osf.io/3yba9/?view_only=63c52f8fdd6240be80b79b77efff54a5.
VL  - 23
IS  - 5
SP  - 624
EP  - 643
PB  - Psychology Press, Taylor and Francis Group
CY  - New York, NY
ER  -