Developmental Diversity in the Effects of Control on Memory
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| Title: | Developmental Diversity in the Effects of Control on Memory |
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| Language: | English |
| Authors: | Zhuolei Ding (ORCID |
| 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 |
| 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. |
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| ISSN: | 1363-755X 1467-7687 |
| DOI: | 10.1111/desc.70150 |
