Elicited Imitation Performance at 20 Months Predicts Memory Abilities in School-Aged Children

• Type of Material: Article
• Authors: Tracy Riggins, University of Maryland; Carol L. Cheatham, University of North Carolina; Emily Stark, Minnesota State University; Patricia Bauer, Emory University
• Language: English
• Date: 2013-10-01
• Publisher: Taylor & Francis (Routledge): STM, Behavioural Science and Public Health Titles
• Publication Version: Author Accepted Manuscript (After Peer Review)
• Copyright Statement: © 2013 Copyright Taylor and Francis Group, LLC.
• Final Published Version (URL): http://dx.doi.org/10.1080/15248372.2012.689392
• Title of Journal or Parent Work: Journal of Cognition and Development
• ISSN: 1524-8372
• Volume: 14
• Issue: 4
• Start Page: 593
• End Page: 606
• Grant/Funding Information: This research was supported by grants from the Institute of Child Development and Center for Neurobehavioral Development at the University of Minnesota to Tracy Riggins and Carol L. Cheatham; and from the National Institute of Health to Patricia J. Bauer (HD-28425).
• Research Categories: Psychology, Developmental; Psychology, Cognitive

Abstract

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.