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Developmental Diversity in the Effects of Control on Memory

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Title: Developmental Diversity in the Effects of Control on Memory
Language: English
Authors: Zhuolei Ding (ORCID 0009-0005-9801-0710), Yuling Yan, Shudong Zhang (ORCID 0000-0001-8571-8895), Libo Zhao, Xun Liu, Mingxia Zhang
Source: Developmental Science. 2026 29(3).
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: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Children, Adolescents, Short Term Memory, Independent Study, Study Habits, Age Differences, Sequential Approach, Self Control, Serial Ordering, Influences, Context Effect
DOI: 10.1111/desc.70150
ISSN: 1363-755X
1467-7687
Abstract: Although control over learning is known to enhance memory, its developmental effects have been inconsistently reported, possibly due to differences in the level and type of control examined. To clarify this, the present study tested how three forms of control--high consequential control allowing regulation of study order, frequency, and duration (Experiment 1), partial consequential control allowing regulation of order and frequency (Experiment 2), and perceived control in which participants determined the order without prior knowledge of the study content, unlike in Experiments 1 and 2 (Experiment 3)--influence memory in children and adolescents aged 6-14 (N = 393). Results showed that high consequential control enhanced both immediate and delayed memory, with effects emerging around age 7-8. Partial consequential control failed to yield reliable memory benefits, but showed a marginal trend of age-related improvement during the studied age range. In contrast, perceived control did not benefit immediate memory but enhanced delayed memory, with effects emerging around age 7-8. Cross-experiment comparisons further demonstrated that the degree of consequential control (Experiment 1 vs. Experiment 2) significantly shaped the developmental trajectory of memory benefits. Meanwhile, the type of control (Experiment 1 vs. Experiment 3) significantly affected whether enhancements appeared in immediate or delayed memory. These findings reveal the developmental diversity in how control influences memory and suggest that distinct mechanisms may underlie the effects of different forms of control across development.
Abstractor: As Provided
Notes: https://osf.io/8a62f/?view_only=4b450d0093ff4f6798c3d07ab6bb17ce
Entry Date: 2026
Accession Number: EJ1504571
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Developmental Diversity in the Effects of Control on Memory
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Zhuolei+Ding%22">Zhuolei Ding</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-9801-0710">0009-0005-9801-0710</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yuling+Yan%22">Yuling Yan</searchLink><br /><searchLink fieldCode="AR" term="%22Shudong+Zhang%22">Shudong Zhang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8571-8895">0000-0001-8571-8895</externalLink>)<br /><searchLink fieldCode="AR" term="%22Libo+Zhao%22">Libo Zhao</searchLink><br /><searchLink fieldCode="AR" term="%22Xun+Liu%22">Xun Liu</searchLink><br /><searchLink fieldCode="AR" term="%22Mingxia+Zhang%22">Mingxia Zhang</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Developmental+Science%22"><i>Developmental Science</i></searchLink>. 2026 29(3).
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  Data: 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
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  Data: Y
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  Data: 15
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Habits%22">Study Habits</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Sequential+Approach%22">Sequential Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22Serial+Ordering%22">Serial Ordering</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink>
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  Data: 10.1111/desc.70150
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  Data: 1363-755X<br />1467-7687
– Name: Abstract
  Label: Abstract
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  Data: Although control over learning is known to enhance memory, its developmental effects have been inconsistently reported, possibly due to differences in the level and type of control examined. To clarify this, the present study tested how three forms of control--high consequential control allowing regulation of study order, frequency, and duration (Experiment 1), partial consequential control allowing regulation of order and frequency (Experiment 2), and perceived control in which participants determined the order without prior knowledge of the study content, unlike in Experiments 1 and 2 (Experiment 3)--influence memory in children and adolescents aged 6-14 (N = 393). Results showed that high consequential control enhanced both immediate and delayed memory, with effects emerging around age 7-8. Partial consequential control failed to yield reliable memory benefits, but showed a marginal trend of age-related improvement during the studied age range. In contrast, perceived control did not benefit immediate memory but enhanced delayed memory, with effects emerging around age 7-8. Cross-experiment comparisons further demonstrated that the degree of consequential control (Experiment 1 vs. Experiment 2) significantly shaped the developmental trajectory of memory benefits. Meanwhile, the type of control (Experiment 1 vs. Experiment 3) significantly affected whether enhancements appeared in immediate or delayed memory. These findings reveal the developmental diversity in how control influences memory and suggest that distinct mechanisms may underlie the effects of different forms of control across development.
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  Label: Abstractor
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  Data: As Provided
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  Data: https://osf.io/8a62f/?view_only=4b450d0093ff4f6798c3d07ab6bb17ce
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  Data: 2026
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  Data: EJ1504571
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      – Text: English
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        PageCount: 15
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        Type: general
      – SubjectFull: Adolescents
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      – SubjectFull: Study Habits
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      – SubjectFull: Influences
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      – SubjectFull: Context Effect
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