Developmental aspects of memory for spatial location

Abstract

The purpose was to show whether or not the encoding of location met criteria defining an automatic process ( L. Hasher & R. T. Zacks, 1979, Journal of Experimental Psychology: General, 108, 356–388; 1984, American Psychologist, 39, 1372–1388). Among other criteria, automatic processes are not expected to show developmental changes beyond an early age, to be unrelated to intelligence level, and to be unaffected by instructions. In the first experiment preschool through sixth-grade children were compared on a 40-picturebook task following incidental (remember the names of pictures) or intentional (remember location) instruction. Subjects viewed and named pictures in sets of four, arranged in quadrants in the opened book, and then attempted to recall names of the objects pictured and to relocate pictures on blank pages. In the second experiment, second and sixth graders, college students, elderly persons, and mentally retarded persons were compared on a 60-picturebook task following either incidental or semantic incidental instructions (give the function of objects pictured). Memory for location was invariant across age groups and intelligence level. The only exception was that 3 and 4 year olds were more accurate following intentional instructions. Otherwise there were no differences between intentional and incidental instructions. Semantic instructions resulted in slightly more accurate locations. The results were interpreted as supporitve of the Hasher and Zacks' automaticity hypothesis.