@inproceedings{abee82a9ac314a9586762f268d47e0b9,
title = "Active control of study leads to improved recognition memory in children",
abstract = "This paper reports an experiment testing whether volitional control over the presentation of stimuli leads to enhanced recognition memory in 6- to 8-year-old children. Children were presented with a simple memory game on an iPad. During the study phase, for half of the materials children could decide the order and pacing of stimuli presentation (active condition). For the other half of the materials, children observed the study choices of another child (yoked condition). We found that recognition performance was better for the objects studied in the active condition as compared to the yoked condition. Furthermore, we found that the memory advantages of active learning persisted over a one-week delay between study and test. Our results support pedagogical approaches that emphasize self-guided learning and show that even young children benefit from being able to control how they learn.",
keywords = "active learning, cognitive development, exploration, inquiry learning, metacognition, recognition memory",
author = "Azzurra Ruggeri and Markant, {Douglas B.} and Gureckis, {Todd M.} and Fei Xu",
note = "Publisher Copyright: {\textcopyright} 2016 Proceedings of the 38th Annual Meeting of the Cognitive Science Society, CogSci 2016. All rights reserved.; 38th Annual Meeting of the Cognitive Science Society: Recognizing and Representing Events, CogSci 2016 ; Conference date: 10-08-2016 Through 13-08-2016",
year = "2016",
language = "English",
series = "Proceedings of the 38th Annual Meeting of the Cognitive Science Society, CogSci 2016",
publisher = "The Cognitive Science Society",
pages = "2675--2680",
editor = "Anna Papafragou and Daniel Grodner and Daniel Mirman and Trueswell, {John C.}",
booktitle = "Proceedings of the 38th Annual Meeting of the Cognitive Science Society, CogSci 2016",
}