Fuzzy-trace theory and cognitive triage in memory development
Bibliographic Data
| ID | 9795698 |
|---|---|
| Authors | Charles J Brainerd (0000-0002-8358-7497, Arizona Department of Education, corresponding author), Valerie F Reyna (0000-0003-2851-5797), Mark L Howe (0000-0002-5747-5571), J Kevershan |
| Year | 1991 |
| Volume | 27 |
| Issue | 3 |
| Pages | 351-369 |
| Publication date | 1991-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037//0012-1649.27.3.351 |
| OpenAlex | W4238475580 |
| Language | EN |
| Citations received | 3 |
| References cited | 21 |
When children and adults retrieve words during unconstrained recall, it is commonly supposed that words will present themselves to consciousness in decreasing order of memory strength, which means that their order of readout should be stronger-- ~ weaker. In contrast, fuzzy-trace theory proposes a counterintuitive nonmonotonic relationship between order of readout and memory strength. This relationship, which we call cognitive triage, arises from the theory's interpretation f recall as a dynamic system in which the influences of three variables (memory strength, episodic activation, and output interference) must be balanced to maximize recall. Because fuzzy-trace theory anticipates ontogenetic variations in cognitive triage, we studied itdevelopmentally. A series of nine experiments produced several findings that were consistent with the theory's assumptions: Children ever ecalled stronger words before weaker words, doing the reverse instead; the priority of weaker words over stronger words in output queues was observed in the earliest phases of learning in both younger and older children; as learning progressed and children secured more reliable information about he relative memory strengths ofwords, a weaker-- ~ stronger-- ~ weaker ordering emerged, and it emerged more rapidly in older children; at criterion, when all items were recallable, the weaker ~ stronger-- ~ weaker ordering was present at all age levels, although itwas
Cognition · Cognitive development · Cognitive psychology · Cognitive science · Developmental psychology · Engram · Linguistics · Memory development · TRACE (psycholinguistics) · Child and Animal Learning Development · Intelligent Tutoring Systems and Adaptive Learning · Memory Processes and Influences · Neuroscience · Psychology
Human Memory
Subjective organization in free recall of "unrelated" words.
Working Memory, Comprehension, and Aging
A retrieval model for both recognition and recall.
Concreteness, imagery, and meaningfulness values for 925 nouns.
A spreading-activation theory of semantic processing.
Experimentelle Untersuchungen Über die Psychologischen Grundlagen der Sprachlichen Analogiebildung (1901)
Do children have to remember to reason? A fuzzy-trace theory of transitivity development*1
Inclusion illusions
Gist is the grist
Stages-of-learning analysis of developmental interactions in memory, with illustrations from developmental interactions in picture-word effects
Age differences in dual-task performance
How age changes in knowledge base contribute to the development of children's memory
The resources construct in cognitive development
Development of Long-Term Retention
The general theory of two-stage learning
Generic resources, reconstructive processing, and children's mental arithmetic
Can age × learnability interactions explain the development of forgetting
Development of free recall learning in children
Sources of recency effects in free recall
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,1 |
| Citation span | 1995 - 2005 (11) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |