Task effects in children’s word recall

Expanding the reverse production effect

Bibliographic Data

ID20366753
AuthorsBelén López Assef (0000-0003-4612-8424, University of Ottawa, corresponding author), Tania S Zamuner (0000-0002-6576-1818, University of Ottawa), Tania Zamuner (University of Ottawa)
Year2026
Volume53
Issue3
Pages723-735
Publication date2026-05-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Child Language (JOURNAL)
Journal identifiersISSN: 0305-0009 • E-ISSN: 1469-7602
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s0305000925000030
PMID39901579
OpenAlexW4407113730
LanguageEN
References cited40

Words said aloud are typically recalled more than words studied under other techniques. In certain circumstances, production does not lead to this memory advantage. We investigated the nature of this effect by varying the task during learning. Children aged five to six years were trained on novel words which required no action (Heard) compared to Verbal-Speech (production), Non-Verbal-Speech (stick out tongue), and Non-Verbal-Non-Speech (touch nose). Eye-tracking showed successful learning of novel words in all training conditions, but no differences between conditions. Both non-verbal tasks disrupted recall, demonstrating that encoding can be disrupted when children perform different types of concurrent actions

Cognition · Cognitive psychology · Free recall · Nonverbal communication · Recall · Speech production · Speech recognition · Verbal learning · Verbal memory · Child and Animal Learning Development · Communication · Computer Science · Memory Processes and Influences · Psychology · Reading and Literacy Development

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