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Developmental Psychology in Memory

We wouldn’t get too far in life without our ability to make memories. Musing on cherished memories brings us a lot of happiness and satisfaction in life, but our memory helps us adapt and plan for the future, too. Memory is integral to the human experience. Have you ever wondered how our memory develops?

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Developmental Psychology in Memory

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We wouldn’t get too far in life without our ability to make memories. Musing on cherished memories brings us a lot of happiness and satisfaction in life, but our memory helps us adapt and plan for the future, too. Memory is integral to the human experience. Have you ever wondered how our memory develops?

  • The stages of Memory development.
  • Memory development in early childhood.
  • Memory development in adolescence.
  • Working memory development and age.
  • The importance of memory development.

The development of memories is an active process that changes throughout our lives. Research suggests that memory development stages intensify and change during childhood through adolescence. Once a person reaches a peak age (thought to be in the mid-20s), memory gradually declines. However, illnesses and learning disabilities can affect memory development (such as Alzheimer’s disease and dyslexia).

Before we look at memory development across the lifespan, let’s examine memory development itself.

Developmental Psychology in Memory album of greyscale photos VaiaFig. 1 - Photo album of greyscale photos.

Memory Development Stages

Memory development involves different cognitive processes. Three of the most important stages in the development of memories are encoding, storage, and retrieval.

Encoding

Encoding is the initial stage of perception and of learning new information. At any moment in our lives, we are bombarded with sensory information. This is why the process of encoding is a selective one. During the encoding process, important information is distinguished from less important or unnecessary information. Since the information comes to us through our sensory processes, the encoding happens through our nervous system.

Sensory information can be encoded by three different systems, visual, acoustic, or semantic processes. You might remember where you put your phone by mentally seeing it on your desk. This information was coded visually. However, you might remember your friend’s phone number by repeating it over and over. This is acoustic coding. Semantic coding happens when we remember something by associating it with a certain meaning. We do this with art, symbols, learning words, ad many other things. Most of our long-term memories are encoded semantically.

Storage

The storage stage concerns how much information is stored, where it is stored, and for how long. With memory storage, we are primarily talking about short and Long-Term Memory. Short-Term Memory is where we hold conscious information for immediate use and is of limited capacity. Long-Term Memory is vast and full of information we are unaware of.

Retrieval

Retrieval is about recalling information. There are three primary categories of recalling information: free, cued, and serial recall.

  • Free recall involves recalling information in any order. You might recall a list of items sequentially, from most to least recent, or by grouping items that were listed close together.
  • Cued recall depends on cues, or things that help trigger a memory. This could be a song, a smell, seeing an object associated with an event, or countless other things. Cues can be anything that makes you recall an event or information.
  • Serial recall involves recalling information in the order of its occurrence. You might recall an event by building on the chronology of your experiences.

Developmental Psychology in Memory girl reading in a park VaiaFig. 2 - Little girl reading a book in a park.

Memory Development in Early Childhood

When we are born, our cognitive abilities, such as memory, develop gradually. Sebastián and Hernández-Gil (2012) tested this development by investigating the capacity of the phonological loop from childhood to adolescence.

The study was conducted on 570 students aged 5-17 years from Madrid. The researchers divided the participants into five age groups. They recorded the average digit span for each age. They used a standardised procedure.

The digit span test is a test designed to measure the capacity of the phonological loop. In a digit span test, the researcher reads a sequence of numbers and asks participants to recall the correct order. The length of the sequence increases each time. The test aims to find out how many numbers the participants can remember in the correct sequence.

The results:

The average value for the digit span increases with age. However, there are considerable differences between 5 and 11 years. After this age, however, the capacity of the phonological loop rises steadily. When the average digit span was recorded for each age rather than age group, it was found that the values decreased. For example, at age 15, the average score was 5.82, but at age 16, the average score was 5.75. Overall, age affects the ability to remember a digit span.

Age groupMean digit span score
53.76
6-84.34
9-115.13
12-145.46
15-175.83

Sebastián and Hernández-Gil (2010) previously conducted a similar study on the elderly. The results showed that healthy older people aged 6582 years had a mean score of 4.44, while patients with dementia had a mean digit span of 4.20.

Memory Development in Adolescence

Memory is a cognitive process of great importance in adolescence, during which it develops. The accuracy of Memory recall depends on the strategy used to remember the information.In a study by Waters (1982), 8th and 10th-grade students recalled a pair of words. After the recall, researchers asked the participants which of the following strategies they had used to remember the word pairs:

  • Careful reading.

  • Rehearsal.

  • Visual elaboration.

  • Verbal elaboration.

The results found that:

  • Strategy use correlated positively with recall performance at both ages.

  • It was hypothesised that age differences and performance on recall were due to increased strategy effectiveness.

The above two studies suggest the increase in memory capacity and accuracy in childhood is due to the development of the memory process. However, it is due to learning to rehearse and recall memories better in adolescence.

Working Memory Development and Age

Research in psychology suggests that cognitive abilities such as memory gradually decline with age. However, this change does not affect all aspects of memory in healthy older people. Psychologists have found that typically:

Ageing largely does not affect semantic and procedural memory:

  • Semantic memories of information with meaning, typically about the world and concepts, including everyday knowledge, such as not crossing the street when a car is approaching.

  • Procedural memories of how to do something, e.g., how to cook.

Ageing seems to affect episodic, source and flashbulbs memories:

  • Episodic memories of personal experiences, i.e., memories of what, when, and where the event occurred. These include, for example, memories of a fight a person got into when they were 12 years old.

  • Source memories of where and when you learned something. For example, remember how your father taught you to ride a bike at the park.
  • Flashbulb long-lasting, detailed memory that evokes emotion after experiencing a significant moment. For example, when you learn that a family member has died.

Memory and Mental Illnesses and Learning Disabilities

Many mental illnesses and learning disabilities can affect memory, such as dyslexia and Alzheimer’s. These are illnesses that affect different age groups of the population.

Dyslexia

Dyslexia is a learning disability that causes problems with reading words and numbers fluently and accurately. This disability usually begins in childhood or adolescence. People with dyslexia have difficulty processing information and are thought to have a ‘weak’ working memory.Research suggests dyslexia affects many cognitive functions, such as:

  • Impairments in central executive functions (a component of the WMM that sends information to the other components of the model).
  • Visuospatial processing, or information we see, may also be affected.

  • Phonological processing, or information we hear.

Central executive functions have also been associated with directing Attention, concentrating, making decisions, and recalling memories.

Working memory comes into play when we process multiple pieces of information at once. In dyslexia, information is often more scattered, working memory capacity is usually lower, and working memory has difficulty processing this information and transferring it to long-term memory.Since dyslexia primarily affects children and adolescents, they do not follow the typical memory developmental stages of their age group.

Alzheimer’s

Alzheimer’s disease is a progressive disease affecting cognitive abilities such as memory. Since it is a progressive disease, the memory of Alzheimer’s patients deteriorates over time. This disease mainly affects the elderly population (over 65). Alzheimer’s disease is thought to be the result of atrophy of The Brain.

Brain atrophy is the loss of cells and neurons. The Brain region with brain atrophy causes this region to lose functions and be less efficient.

Alzheimer’s disease is characterised by memory loss. This can affect:

As a result of memory loss, the disease may also affect other cognitive abilities.

Examples of symptoms that may occur due to memory loss include:

  • Confusion.
  • Personality changes.
  • Difficulty with logic and reasoning.
  • Difficulty with reading.
  • Difficulty speaking.
  • Low moods.
  • Anxiety.

Memory Development: Importance

Memory is important for a variety of practical reasons. Memory enables us to learn, which in turn helps us to adapt and survive. Understanding how memory works can help us to become better, faster, and more efficient learners. Memory is important to us cognitively as well. Our memories help to build our concept of self. They influence our emotions and guide our thoughts, beliefs, and decisions. Without memory, we are unable to think about and plan for the future.

The study of memory also gives us more insight into the human experience. It helps us understand how learning takes place in the brain. It shows us the greater connectivity of the brain and which areas are involved in our individual mental processes.

Memory impairment is also linked to greater rates of Depression. It is both a symptom of depression and a consequence of memory impairment. Memory loss helps isolate the areas of the brain that are affected by certain conditions and disorders.

Developmental Psychology in Memory - Key takeaways

  • Three important stages of memory development are encoding, storage, and retrieval.
  • Our capacity to remember gets stronger throughout childhood.
  • Ageing largely does not affect semantic and procedural memory. It seems to affect episodic, source and flashbulbs memories.
  • Diseases and disabilities like Dyslexia and Alzheimer’s affect memory development.
  • Memory is important for our survival, sense of self, and overall well-being.

Frequently Asked Questions about Developmental Psychology in Memory

Memory development is important because it is a cognitive process needed throughout our lives. For example, learning and remembering how to do things such as dressing yourself, eating, and interacting with others all depend on memory.

Memory types include short-term memory, working memory, long-term memory, and other variants (such as episodic memory and procedural memory). They affect development as they show the different ages with their respective capacities and reflect a developing brain. Learning disabilities, such as dyslexia, and illnesses such as Alzheimer's disease, primarily affect the working memory. 

Three types of memory in psychology are:

  • Working memory.
  • Short-term memory.
  • Long-term memory.

An example of a memory in psychology is procedural memory. These are memories used to remember how to do things, such as making tea. 

Memory formation in child development occurs due to the absorption of information, which neurons then store in the brain. These neurons form complex networks and build off of themselves and others (schemas).

Final Developmental Psychology in Memory Quiz

Developmental Psychology in Memory Quiz - Teste dein Wissen

Question

What is the procedure of the Digit Span Test?

Show answer

Answer

The digit span test involves the researcher reading a sequence of numbers and asking participants to recall the correct order. The length of the sequence increases each time. 

Show question

Question

What does the Digit Span Test measure? 

Show answer

Answer

The capacity of the phonological loop.

Show question

Question

Did each age group Sebastián and Hernández-Gil (2012) tested show an increase in mean digit span score?

Show answer

Answer

Yes.

Show question

Question

How do memory strategies affect the memory of adolescents according to Waters (1982)?

Show answer

Answer

The use of strategies has a positive correlation with the accuracy of recall.

Show question

Question

What does the research of Sebastián and Hernández-Gil (2012) and Water (1982) suggest about memory development? 

Show answer

Answer

The findings from both researchers suggest that:

  • An increase in the capacity of memories during childhood results from the development of cognitive abilities.
  • An increase in accuracy during adolescence may be due to learning how to rehearse and recall memories better. 

Show question

Question

What was the independent variable in the Waters (1982) study?

Show answer

Answer

The type of memory strategy used (e.g., careful reading, rehearsal, visual elaboration and verbal elaboration).

Show question

Question

Which of the following memory types decline in the elderly? 

Show answer

Answer

Semantic.

Show question

Question

Which of the following types of memory has been found to decline in the elderly?  


Show answer

Answer

Episodic.

Show question

Question

Which parts of the working memory model have been found to be impaired in people diagnosed with dyslexia?

Show answer

Answer

Central executive.

Show question

Question

What is brain atrophy?

Show answer

Answer

Brain atrophy is the loss of cells and neurons. The brain region with brain atrophy causes that region to perform less effectively.

Show question

Question

How is memory affected by Alzheimer’s disease? 

Show answer

Answer

As AD is a progressive disease, the stages of memory development of Alzheimer’s disease patients is that memories get worse with time. 

Show question

Question

What types of memories are largely affected by Alzheimer’s disease? 

Show answer

Answer

The types of memories that are mostly affected by AD are:

  • Working memory.
  • Long-term declarative memories.

Show question

Question

Which illnesses and disabilities can disrupt the ‘normal’ stages of memory development? 

Show answer

Answer

Dyslexia and Alzheimer’s disease cause individuals to not have ‘typical’ stages of memory development. 

Show question

Question

What did Sebastián and Hernández-Gil (2010) find, and how did the results differ from their 2012 study?

Show answer

Answer

Sebastián and Hernández-Gil (2010) found that healthy-elderly people aged between 65–82, had an average digit span score of 4. 44, which is lower than the 9–11 groups scores.

Show question

Question

What did Sebastián and Hernández-Gil (2012) investigate?

Show answer

Answer

Sebastián and Hernández-Gil (2012) investigated the capacity of the phonological loop from childhood to adolescence. 

Show question

Question

What was the sample in the Sebastián and Hernández-Gil (2012) study?

Show answer

Answer

The study was conducted on 570 students aged 5-17 years from Madrid.

Show question

Question

What variable was measured in the study of Sebastián and Hernández-Gil (2012)?

Show answer

Answer

The study measured the average digit span for each age group.

Show question

Question

Sebastián and Hernández-Gil (2012) failed to use a standardised procedure.

Show answer

Answer

False.

Show question

Question

How can the capacity of the phonological loop be measured?

Show answer

Answer

Using a digit span test.

Show question

Question

Jamie can hold on average 6 digits in his memory. What does it tell us about the capacity of his phonological loop?

Show answer

Answer

The capacity of his phonological loop has a limit of 6 items.

Show question

Question

According to Sebastián and Hernández-Gil (2012), the average value for the digit span increases with age.

Show answer

Answer

true

Show question

Question

Sebastián and Hernández-Gil (2010) found that elderly people have on average a ______ digit span.

Show answer

Answer

lower

Show question

Question

What are the four recall strategies identified by Waters (1982)?

Show answer

Answer

  • Careful reading

  • Rehearsal

  • Visual elaboration

  • Verbal elaboration


Show question

Question

Waters (1982) study suggests that the improvements in memory in adolescence can be attributed to ________

Show answer

Answer

the development of the memory process

Show question

Question

What is semantic memory?

Show answer

Answer

Memories of information with meaning, typically about the world and concepts, including everyday knowledge.

Show question

Question

What is procedural memory?

Show answer

Answer

Memory of how to perform an action.

Show question

Question

A memory of being told that a family member has died, which still evokes significant emotions is an example of

Show answer

Answer

a flashbulb memory

Show question

Question

What is episodic memory?

Show answer

Answer

Memory of personal experiences.

Show question

Question

What is source memory?

Show answer

Answer

Memory of where and when you learned something.

Show question

Question

What is dyslexia?

Show answer

Answer

Dyslexia is a learning disability that causes problems with reading words and numbers fluently and accurately. 

Show question

Question

What cognitive functions may be impaired in dyslexia?

Show answer

Answer

  • central executive - a component of working memory
  • Visuospatial processing 

  • Phonological processing 


Show question

Question

Alzheimer's disease affects long-term memory but doesn't affect short-term memory.

Show answer

Answer

False.

Show question

Question

What are the three stages of memory development?

Show answer

Answer

Encoding, storage, and retrieval. 

Show question

Question

This memory development stage is the initial stage of perception and of learning new information

Show answer

Answer

Encoding.

Show question

Question

Which of the following is not one of the encoding systems?

Show answer

Answer

 Analogue.

Show question

Question

This memory development stage is concerned with how much information is stored, where it is stored, and for how long.

Show answer

Answer

Storage.

Show question

Question

This memory development stage has three primary categories: free, cued, and serial recall. 

Show answer

Answer

Retrieval.

Show question

Question

This memory recall category involves recalling information in the order of its occurrence.

Show answer

Answer

Serial recall.

Show question

Question

Smells are part of which memory recall category?

Show answer

Answer

Cue.

Show question

Test your knowledge with multiple choice flashcards

Did each age group Sebastián and Hernández-Gil (2012) tested show an increase in mean digit span score?

Which of the following memory types decline in the elderly? 

Which of the following types of memory has been found to decline in the elderly?  

Next

Flashcards in Developmental Psychology in Memory39

Start learning

What is the procedure of the Digit Span Test?

The digit span test involves the researcher reading a sequence of numbers and asking participants to recall the correct order. The length of the sequence increases each time. 

What does the Digit Span Test measure? 

The capacity of the phonological loop.

Did each age group Sebastián and Hernández-Gil (2012) tested show an increase in mean digit span score?

Yes.

How do memory strategies affect the memory of adolescents according to Waters (1982)?

The use of strategies has a positive correlation with the accuracy of recall.

What does the research of Sebastián and Hernández-Gil (2012) and Water (1982) suggest about memory development? 

The findings from both researchers suggest that:

  • An increase in the capacity of memories during childhood results from the development of cognitive abilities.
  • An increase in accuracy during adolescence may be due to learning how to rehearse and recall memories better. 

What was the independent variable in the Waters (1982) study?

The type of memory strategy used (e.g., careful reading, rehearsal, visual elaboration and verbal elaboration).

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