Abstract
Classical interference effects were examined in preschool and kindergarten children's paired-associate recall (Experiment 1) and free recall (Experiment 2). Children in the control conditions learned a single picture list, whereas children in the experimental conditions learned 2 picture lists in succession. After 24 hr, children recalled items from the one list they had learned (control conditions), items from only List I (retroactive interference conditions), or items from both lists (modified free-recall conditions). Analyses based on the trace-integrity framework indicated that (a) children were susceptible to interference, (b) the locus of interference effects was at storage, (c) both younger (preschool) and older (kindergarten) children experienced similar amounts of interference, and (d) variations in trace strength generally did not modulate the magnitude of interference effects.
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