Earning More Points!: The Impact of Value on Children's Memory and Self-Regulated Learning Strategies
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| Title: | Earning More Points!: The Impact of Value on Children's Memory and Self-Regulated Learning Strategies |
|---|---|
| Language: | English |
| Authors: | Elisabeth C. McLane (ORCID |
| Source: | Child Development. 2025 96(6):2032-2046. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Memory, Learning Strategies, Whites, Children, Cognitive Processes, Retention (Psychology), Recall (Psychology), Interference (Learning) |
| DOI: | 10.1111/cdev.70019 |
| ISSN: | 0009-3920 1467-8624 |
| Abstract: | Prioritizing what information to learn based on value is a critical developmental skill. Across two studies, value-based memory was assessed predominately in White children aged 6- to 7-years-old and 9- to 10-years-old using a nationwide sample collected between 2020 and 2023. Children learned cue-target associations worth varying point values. Experiment 1 (N = 77, N[subscript females] = 39) demonstrated that both age groups prioritized learning high-value information across varying task demands (Cohen's d = 0.36). Experiment 2 (N = 77, N[subscript females] = 34) demonstrated that children also self-regulated their learning and actively selected to study and remember items based on value (Cohen's d = 0.75). However, older children were more effective at translating their value-based study choices into prioritizing recall of high-value information. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/g539t/?view_only=ceb50958fbcc4b37b1764674c3385870 |
| Entry Date: | 2025 |
| Accession Number: | EJ1488478 |
| Database: | ERIC |
| Abstract: | Prioritizing what information to learn based on value is a critical developmental skill. Across two studies, value-based memory was assessed predominately in White children aged 6- to 7-years-old and 9- to 10-years-old using a nationwide sample collected between 2020 and 2023. Children learned cue-target associations worth varying point values. Experiment 1 (N = 77, N[subscript females] = 39) demonstrated that both age groups prioritized learning high-value information across varying task demands (Cohen's d = 0.36). Experiment 2 (N = 77, N[subscript females] = 34) demonstrated that children also self-regulated their learning and actively selected to study and remember items based on value (Cohen's d = 0.75). However, older children were more effective at translating their value-based study choices into prioritizing recall of high-value information. |
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| ISSN: | 0009-3920 1467-8624 |
| DOI: | 10.1111/cdev.70019 |
