@article{AslanStaudiglSameniehetal.2010, author = {Aslan, Alp and Staudigl, Tobias and Samenieh, Anuscheh and B{\"a}uml, Karl-Heinz T.}, title = {Directed forgetting in young children: Evidence for a production deficiency}, series = {Psychonomic Bulletin \& Review}, volume = {17}, journal = {Psychonomic Bulletin \& Review}, number = {6}, pages = {784 -- 789}, year = {2010}, abstract = {When people are cued to forget a previously studied list of items and to learn a new list instead, such cuing typically leads to forgetting of the first list and to memory enhancement of the second. In two experiments, we examined such listwise directed forgetting in children (and adults), using a forget cue that placed either high emphasis or low emphasis on the need to forget. In the low-emphasis condition, (adult-like) List 1 forgetting was present in fourth graders, but not in first graders (and kindergartners); in contrast, in the high-emphasis condition, (adult-like) List 1 forgetting was present from first grade on. Only fourth graders showed (adult-like) List 2 enhancement, regardless of task instruction. The finding that first graders showed List 1 forgetting only in the high-emphasis condition points to a production deficiency in first graders' directed forgetting, suggesting that the children are capable of intentional forgetting but fail to do so spontaneously. The finding that first graders showed List 1 forgetting without List 2 enhancement suggests that the two directed-forgetting effects are mediated by different processes with different developmental trajectories.}, language = {en} } @article{AslanSameniehStaudigletal.2010, author = {Aslan, Alp and Samenieh, Anuscheh and Staudigl, Tobias and B{\"a}uml, Karl-Heinz T.}, title = {Memorial Consequences of Environmental Context Change in Children and Adults}, series = {Experimental Psychology}, volume = {57}, journal = {Experimental Psychology}, number = {6}, pages = {455 -- 461}, year = {2010}, abstract = {Changing environmental context during encoding can influence episodic memory. This study examined the memorial consequences of environmental context change in children. Kindergartners, first and fourth graders, and young adults studied two lists of items, either in the same room (no context change) or in two different rooms (context change), and subsequently were tested on the two lists in the room in which the second list was encoded. As expected, in adults, the context change impaired recall of the first list and improved recall of the second. Whereas fourth graders showed the same pattern of results as adults, in both kindergartners and first graders no memorial effects of the context change arose. The results indicate that the two effects of environmental context change develop contemporaneously over middle childhood and reach maturity at the end of the elementary school days. The findings are discussed in light of both retrieval-based and encoding-based accounts of context-dependent memory.}, language = {en} }