Recall Of Items Research Articles

Content validation of a daily patient-reported outcome measure for assessing symptoms in patients with Small Intestinal Bacterial Overgrowth.

The aim of this study was to generate evidence supporting the development and content validity of a new PRO instrument, the Small Intestinal Bacterial Overgrowth (SIBO) Symptom Measure (SSM) daily diary. The SSM assesses symptom severity in SIBO patients, with the ultimate goal of providing a fit for purpose PRO for endpoint measurement. Qualitative research included 35 SIBO patients in three study stages, using a hybrid concept elicitation (CE)/cognitive interview (CI) method with US patients, ≥ 18years. Stage 1 included a literature review, clinician interviews, and initial CE interviews with SIBO patients to identify symptoms important to patients for inclusion in the SSM. Stage 2 included hybrid CE/CI to learn more about patients' SIBO experience and test the draft SSM. Finally, stage 3 used CIs to refine the instrument and test its content validity. In stage 1 (n = 8), 15 relevant concepts were identified, with items drafted based on the literature review/clinician interviews and elicitation work. Within stage 2 (n = 15), the SSM was refined to include 11 items; with wording revised for three items. Stage 3 (n = 12) confirmed the comprehensiveness of the SSM, as well as appropriateness of the item wording, recall period, and response scale. The resulting 11-item SSM assesses the severity of bloating, abdominal distention, abdominal discomfort, abdominal pain, flatulence, physical tiredness, nausea, diarrhea, constipation, appetite loss, and belching. This study provides evidence supporting the content validity of the new PRO. Comprehensive patient input ensures that the SSM is a well-defined measure of SIBO, ready for psychometric validation studies.

The animacy advantage in memory occurs under self-paced study conditions, but participants' metacognitive beliefs can deter it.

Animacy distinguishes living (animate) things from non-living (inanimate) things. People tend to devote attention and processing to living over nonliving things, resulting in a privileged status for animate concepts in human cognition. For example, people tend to remember more animate than inanimate items, a phenomenon known as the "animacy effect" or "animacy advantage." To date, however, the exact cause(s) of this effect is unknown. We examined the animacy advantage in free-recall performance under computer-paced versus self-paced study conditions and using three different sets of animate and inanimate stimuli (Experiments 1 and 2). We also measured participants' metacognitive beliefs (expectations) about the task before it began (Experiment 2). We consistently obtained an animacy advantage in free-recall, regardless of whether participants studied the materials under computer-paced or self-paced conditions. Those in self-paced conditions spent less time studying items than did those in computer-paced conditions, but overall levels of recall and the occurrence of the animacy advantage were equivalent by study method. Importantly, participants devoted equivalent study time to animate and inanimate items in self-paced conditions, so the animacy advantage in those conditions cannot be attributed to study time differences. In Experiment 2, participants who believed that inanimate items were more memorable instead showed equivalent recall and study time for animate and inanimate items, suggesting that they engaged in equivalent processing of animate and inanimate items. All three sets of materials reliably produced an animacy advantage, but the effect was consistently larger for one set than the other two, indicating some contribution of item-level properties to the effect. Overall, the results suggest that participants do not purposely allocate greater processing to animate over inanimate items, even when study is self-paced. Rather, animate items seem to naturally trigger greater richness of encoding than do inanimate items and are then better remembered, although under some conditions participants might engage in deeper processing of inanimate items which can reduce or eliminate the animacy advantage. We suggest that researchers might conceptualize mechanisms for the effect as either centering on intrinsic, item-level properties of the items or centering on extrinsic, processing-based differences between animate and inanimate items.

Can neural correlates of encoding explain the context dependence of reward-enhanced memory?

Selective encoding can be studied by manipulating how valuable it is for participants to remember specific stimuli, for instance, by varying the monetary reward participants receive for recalling a particular stimulus in a subsequent memory test. It would be reasonable for participants to strategically attend more to high-reward items compared to low-reward items in mixed list contexts, but to attend both types of items equally in pure list contexts, where all items are of equal value. Reward-enhanced memory may be driven by automatic dopaminergic interactions between reward circuitry and the hippocampus and thus be insensitive to list context; or it may be driven by meta-cognitive strategies, and thus context-dependent. We contrasted these alternatives by manipulating list composition and tracked selective encoding through multiple EEG measures of attention and rehearsal. Behavioral results were context-dependent, such that recall of high-reward items was increased only in mixed lists. This result and aspects of the recall dynamics confirm predictions of the eCMR (emotional Context Maintenance and Retrieval) model. The power of ssVEPs was lower for high-reward items regardless of list composition, suggesting decreased visual processing of high-reward stimuli and that ssVEPs may index the modulation of context-to-item associations predicted by eCMR. By contrast, reward modulated the amplitude of Late Positive Potential and Frontal Slow Wave only in mixed lists. Taken together, the results provide evidence that reward-enhanced memory is caused by an interplay between strategic processes applied when high- and low-reward items compete for cognitive resources during encoding and context-dependent mechanisms operating during recall.

Partial recall: Implications for the discrete slot limit of working memory capacity.

The nature of working memory capacity (WMC) has been a highly contested topic among cognitive scientists. Some advocate for the discrete nature of this construct, fixed to a set number of independent slots, each capable of storing a single chunk of bound information. Others advocate for a continuous limit, guided by a pool of immediately available resources spent across the to-be-remembered items. To understand the nature of WMC, it was first essential to separate capacity from other factors, such as performance consistency, which may impact overall WM performance. Recent work by Schor et al., (2020, Psychonomic Bulletin & Review, 27[5], 1006-1013) has provided a method for separating these constructs within a single visual array task. The present study used this statistical model to extract partial information, defined as accurate recall of a correct color, but not location, at a rate greater than expected through guessing. The successful memory of this information would demonstrate that capacity does not rely on the existence of empty slots, which discrete slot model advocates argue, are necessary for successful storage and recall of items. The present study found that participants were able to successfully recall partial information at a rate significantly greater than chance, but not beyond the individual working memory capacity limit. These findings help provide additional support for the discrete resource slot model, while simultaneously casting doubt on its strong object slot model alternative.

Establishing meaning recall and meaning recognition vocabulary knowledge as distinct psychometric constructs in relation to reading proficiency

The purpose of this paper is to (a) establish whether meaning recall and meaning recognition item formats test psychometrically distinct constructs of vocabulary knowledge which measure separate skills, and, if so, (b) determine whether each construct possesses unique properties predictive of L2 reading proficiency. Factor analyses and hierarchical regression were conducted on results derived from the two vocabulary item formats in order to test this hypothesis. The results indicated that although the two-factor model had better fit and meaning recall and meaning recognition can be considered distinct psychometrically, discriminant validity between the two factors is questionable. In hierarchical regression models, meaning recognition knowledge did not make a statistically significant contribution to explaining reading proficiency over meaning recall knowledge. However, when the roles were reversed, meaning recall did make a significant contribution to the model beyond the variance explained by meaning recognition alone. The results suggest that meaning recognition does not tap into unique aspects of vocabulary knowledge and provide empirical support for meaning recall as a superior predictor of reading proficiency for research purposes.

Retrieval dynamics in resolving relational inconsistency during verbal analogical reasoning.

Reasoning about verbal analogies requires selective retrieval of relevant relational information. A consequence of this may be that inhibitory processes in memory cause reduced recall of information associated with analogy-irrelevant relations. The current experiments apply the retrieval-induced forgetting framework to investigate the potential role of such inhibitory processes in analogical reasoning. Participants studied verbal analogies in A-B :: C-D form. Then, half of the A-B pairs from the study phase appeared in verbal analogy problems but with a new C term (A-B :: C-?), and half the items did not appear in verbal analogy problems. A final recall test was then administered for all the original analogies. When the new C term in the analogical reasoning phase conveyed a new relation that was inconsistent with the original relation, reduced recall for items appearing in analogies was observed (Experiment 1). However, when the new C term conveyed a relation that was consistent with the original relation, no forgetting effect was observed (Experiment 1). This forgetting effect occurred even when a hint of the original relation was provided at final recall (Experiment 2). These results indicate that reasoning about analogies may involve inhibitory processes that help reduce competition among competing relations. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Spatial Descriptions Eliminate the Serial Position Effect

Aims: The present study aims to investigate the occurrence of the serial position effect in the recall of items verbally presented in three different contexts. Background: The serial position effect has been studied with both verbal (e.g., words) and visuospatial (e.g., locations) stimuli but not with verbal-spatial stimuli (i.e., spatial description of an environment). In particular, a spatial description of an environment has both spatial information and a meaningful context. Objective: The objective of the present study is to determine whether the use of different contexts (namely, a classic word list, a spatial description of a room, and a narrative without spatial information) can alter the serial position effect. Methods: Depending on the condition, participants were exposed to a) a list of objects, b) a spatial description of a room containing the same objects; c) a narrative presenting the same objects in lack of spatial information. After this learning phase, participants performed a recognition task. Results: The recognition task revealed different accuracy distributions in the three conditions. In particular, in the spatial description condition, the accuracy distribution did not change across the item position. Conclusion: This result is in line with previous studies with visuospatial stimuli. Thus, it seems that spatial descriptions are a particular kind of verbal stimuli, which are encoded similarly to visuospatial stimuli. Overall, these outcomes support the idea that spatial descriptions elicit a spatial representation, which enhances item retention and eliminates the serial position effect.

Using serial position effects to investigate memory dysfunction in homeless and precariously housed persons

Background: Homeless and precariously housed persons exhibit significant memory impairment, but the component processes underlying memory dysfunction have not been explored. We examined the serial position profile (i.e., primacy and recency effects) of verbal memory and its neuroanatomical correlates to identify the nature of memory difficulties in a large cohort of homeless and precariously housed adults. Method: The sample included 227 community-dwelling homeless and precariously housed adults. Serial position scores (primacy, middle, recency) were computed using the Hopkins Verbal Learning Test-Revised. Paired sample t-tests were used to compare percent recall from each word list region. Age-adjusted correlations assessed associations between serial position scores and other cognitive domains (attention, processing speed, executive functioning). Regression analyses were conducted to examine regional brain volumes of interest (hippocampus, entorhinal cortex, dorsolateral prefrontal cortex [DLPFC]) and their differential associations with serial position scores. Results: The serial position profile was characterized by a diminished recency effect in relation to the primacy effect. Serial position scores positively correlated with sustained attention and cognitive control. Larger hippocampal volume was associated with better primacy item recall. DLPFC volume was not associated with serial position recall after adjustment for false discovery rate. There were no associations between regional brain volumes and recency item recall. Conclusion: Our results suggest that commonly reported memory difficulties in homeless and precariously housed adults are likely secondary to a core deficit in executive control due to compromised frontal lobe functioning. These findings have implications for cognitive rehabilitation in this complex and vulnerable group.

Direct brain recordings suggest a causal subsequent-memory effect.

Endogenous variation in brain state and stimulus-specific evoked activity can both contribute to successful encoding. Previous studies, however, have not clearly distinguished among these components. We address this question by analysing intracranial EEG recorded from epilepsy patients as they studied and subsequently recalled lists of words. We first trained classifiers to predict recall of either single items or entire lists and found that both classifiers exhibited similar performance. We found that list-level classifier output-a biomarker of successful encoding-tracked item presentation and recall events, despite having no information about the trial structure. Across widespread brain regions, decreased low- and increased high-frequency activity (HFA) marked successful encoding of both items and lists. We found regional differences in the hippocampus and prefrontal cortex, where in the hippocampus HFA correlated more strongly with item recall, whereas, in the prefrontal cortex, HFA correlated more strongly with list performance. Despite subtle differences in item- and list-level features, the similarity in overall classification performance, spectral signatures of successful recall and fluctuations of spectral activity across the encoding period argue for a shared endogenous process that causally impacts the brain's ability to learn new information.

The benefit of retrieval practice on cued recall under stress depends on item difficulty

Retrieval practice, the act of recalling previously studied information, yields greater memory retention than repeated studying (retrieval practice effect). Retrieval practice can also protect memories against the negative effects of stress at retrieval in free recall tests. In cued-recall tests, however, retrieval practice may not provide complete protection against stress-related memory impairments. Here we ask whether these conflicting results may be explained by the relative difficulty of the study materials. Participants (59 men) first studied 40 Swahili-Portuguese word pairs. Half of the pairs were then repeatedly studied while the other half were repeatedly recalled. In each condition, half of the pairs were easy to remember (high in memorability) while the other half were more difficult to remember (low in memorability). Participants returned 1 week later for a final cued-recall test. Half of the participants underwent a stress-induction protocol (modified Socially Evaluated Cold Pressor Test) 25 min before the final test for all 40-word pairs; the other half underwent a control condition. Salivary cortisol and questionnaire responses were used to assess the efficacy of stress induction. Participants recalled more word pairs learned via retrieval practice than via repeated study, replicating previous research. More importantly, the results revealed an interaction such that stress decreased recall for easy items, but increased recall for difficult items that had been successfully retrieved during encoding (conditional analysis). The results suggest that the impact of stress on cued recall depends both on the learning strategy and on the intrinsic difficulty of the to-be-learned materials.

Probability Distributions for Associations Between Cognitive Screening and Pure-tone Thresholds in Older Adults.

Lower general cognitive function is frequently reported in older adults with elevated pure-tone thresholds. Here, we examined reason(s) for this association, including whether this relationship is dependent on the frequency range or extent of hearing loss and cognitive screening performance. Linear regression was used to examine associations between better-ear pure-tone thresholds and Mini-Mental Status Exam (MMSE) performance in a cross-sectional sample of relatively healthy older adults (N = 508; 68% women, 60-89+ years; M age = 72). Quantile regression was also used to identify the ranges of 0.5 and 4.0 kHz thresholds and MMSE scores where these variables exhibited significant associations. MMSE scores and pure-tone thresholds exhibited small but significant associations, particularly for better-ear 0.5 kHz thresholds. This hearing threshold and cognitive screening association was present among participants with better hearing, including the oldest older adults. There was limited evidence for mediating health condition effects on this association. An item analysis of the MMSE revealed that the MMSE and pure-tone threshold associations were largely due to the delayed recall item of the MMSE. Together, the small effect results are consistent with the extant literature and suggest that there are multiple reasons for modest pure-tone threshold and cognitive screening performance associations.

Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition

Abstract This study investigates the differential effects of monolingual (L1 or L2) and bilingual (L1+L2) subtitles on students’ receptive vocabulary acquisition. In light of the widespread use of bilingual subtitles in videos in language classrooms with limited supportive literature available, this study aims at examining the pedagogical effects of bilingual subtitles on receptive vocabulary acquisition in the L2 classroom. A seven-week quasi-experimental study was conducted among four year-3 English-major classes in a Chinese university: three treatment groups and one control group. Adopting a counterbalanced design, students in the treatment classes were exposed to three types of subtitles within three videos. They were then tested on recall and recognition of the vocabulary target items encountered in the videos. The results demonstrate a significant advantage for bilingual subtitling in videos in terms of students’ vocabulary recognition and recall at post-test, and this advantage is maintained at the delayed post-test. Implications of the study are discussed in the context of current pedagogical practices such as a wider L1 use in the L2 classrooms.

Telephone cognitive screening with older Aboriginal Australians: A preliminary study.

Cognitive screening via telehealth is increasingly employed, particularly during the COVID-19 pandemic. Telephone adaptations of existing cognitive screening tests must be validated across diverse populations. The present study sought to evaluate an existing 26-point telephone adaptation of the Mini-Mental State Examination (tMMSE) in a sample of older Aboriginal Australians. Additionally, we aimed to evaluate a telephone adaptation of the urban version of the Kimberley Indigenous Cognitive Assessment short-form (tKICA screen). A sub-sample (n=20) of participants (aged 55-69 years; 11 women) who had completed an in-person cognitive assessment (MMSE and KICA screen) within the past 6months as part of the Koori Growing Old Well Study completed telephone-based cognitive testing without an assistant. There was moderate correlation and reasonable agreement between MMSE versions (rs =0.33; p=0.2), although the limits of agreement were unacceptably wide (-4.1 and 4.8 points difference). Poorer performance was seen on the tMMSE for Season (p=0.02) and Phrase (p=0.02) items, and better performance for three-word Recall (p=0.03). KICA-screen versions were poorly correlated (rs =0.20; p=0.4) with telephone scoring a mean of 2.17 points below the face-to-face score, greater bias observed at the lower end of the performance and worse scores for Season (p=0.02) and Recall (p=0.001) items. Age and education were not associated with telephone screening performance. Hearing impairment was associated with poorer performance on the tKICA screen (p=0.04) but not the tMMSE (p=0.6). Results indicate that telephone administration of the MMSE and/or KICA screen is not equivalent to in-person testing for older Aboriginal people, and further revision and evaluation are required.

Less motor (re-)planning requires fewer working memory resources

In the current study, we asked if less motor re-planning requires fewer resources in working memory (WM). To this end, participants executed a spatial WM task in parallel to different sequential motor tasks: (1) a randomised task with a high amount of motor re-planning and (2) an ordered task with a lower amount of motor re-planning. Recall performance in the spatial WM task was measured as the dependent variable. Hand posture was used to calculate the percentage of motor re-planning and, thus, to validate the experimental manipulation. The percentage of motor re-planning was lower in the ordered task, while spatial WM performance was higher. This indicates that WM resources depleted by the motor task scale with the amount of motor re-planning. Results further showed a significant recency effect (i.e. better recall of late items) in the spatial WM task. As previous studies found that recency effects in a verbal WM task are disrupted by a concurrent motor task, the presence of recency in the current study indicates a differential interference of a concurrent motor task on verbal vs. spatial recall, which has important implications for several current models of WM.

The test developer’s dilemma: Evaluating the balance of feasibility and empiric performance of test development techniques for repeated written assessments

Purpose Written assessments face challenges when administered repeatedly, including resource-intensive item development and the potential for performance improvement secondary to item recall as opposed to understanding. This study examines the efficacy of three-item development techniques in addressing these challenges. Methods Learners at five training programs completed two 60-item repeated assessments. Items from the first test were randomized to one of three treatments for the second assessment: (1) Verbatim repetition, (2) Isomorphic changes, or (3) Total revisions. Primary outcomes were the stability of item psychometrics across test versions and evidence of item recall influencing performance as measured by the rate of items answered correctly and then incorrectly (correct-to-incorrect rate), which suggests guessing. Results Forty-six learners completed both tests. Item psychometrics were comparable across test versions. Correct-to-incorrect rates differed significantly between groups with the highest guessing rate (lowest recall effect) in the Total Revision group (0.15) and the lowest guessing rate (highest recall effect) in the Verbatim group (0.05), p = 0.01. Conclusions Isomorphic and total revisions demonstrated superior performance in mitigating the effect of recall on repeated assessments. Given the high costs of total item revisions, there is promise in exploring isomorphic items as an efficient and effective approach to repeated written assessments. Practice points Item psychometrics were comparable across repeated assessments developed with three different techniques: verbatim repetition, isomorphic changes, and total revisions. Isomorphic changes and total item revisions demonstrate superior performance in mitigating the effect of recall on repeated assessments as compared to a verbatim repetition of test items. Given the high costs of total item revisions, there is promise in exploring isomorphic items as an efficient and effective approach to repeated written assessments.

The Short-Term Storage as a Buffer Memory Between Long-Term Storage and the Motor System? Not Exactly

This study reports a replication and extension of Ulrich and Dietz (1985) on the possible role of the short-term storage (STS) as a buffer memory between long-term storage (LTS) and the motor system in free recall tasks. This STS buffer would allow for the parallel unfolding of the search of LTS and the motor output of responses by temporarily storing retrieved items until their final production. In the study, this view was examined against the alternative hypothesis whereby the fast initial production of items in free recall relies on a controlled or “strategic” search of LTS rather than on the accrual of retrieved items in STS. In two independent replications, 54 native German language speakers and 39 native Bosnian language speakers performed letter verbal fluency task under the manipulation of STS preload (no preload vs. preload) and delay interval (1 sec vs. 10 sec between the presentation of the target letter and the signal for the start of recall). Contrary to the assumption of STS as a buffer memory, the results revealed that STS preload did not cancel out the effect of the delay. Accordingly, the results were interpreted in the context of controlled LTS search models.

Effects of temporally regular versus irregular distractors on goal-directed cognition and behavior

Human environments comprise plenty of task-irrelevant sensory inputs, which are potentially distracting. Auditory distractors often possess an inherent temporal structure. However, it is largely unknown whether and how the temporal regularity of distractors interferes with goal-directed cognitive processes, such as working memory. Here, we tested a total sample of N = 90 participants across four working memory tasks with sequences of temporally regular versus irregular distractors. Temporal irregularity was operationalized by a final tone onset time that violated an otherwise regular tone sequence (Experiment 1), by a sequence of tones with irregular onset-to-onset delays (Experiment 2), and by sequences of speech items with irregular onset-to-onset delays (Experiments 3 and 4). Across all experiments, temporal regularity of distractors did not modulate participants’ primary performance metric, that is, accuracy in recalling items from working memory. Instead, temporal regularity of distractors modulated secondary performance metrics: for regular versus irregular distractors, recall of the first item from memory was faster (Experiment 3) and the response bias was more conservative (Experiment 4). Taken together, the present results provide evidence that the temporal regularity of task-irrelevant input does not inevitably affect the precision of memory representations (reflected in the primary performance metric accuracy) but rather the response behavior (reflected in secondary performance metrics like response speed and bias). Our findings emphasize that a comprehensive understanding of auditory distraction requires that existing models of attention include often-neglected secondary performance metrics to understand how different features of auditory distraction reach awareness and impact cognition and behavior.

Phonological similarity in the serial recall task hinders item recall, not just order.

The phonological similarity effect in short-term memory (STM) is the finding that serial recall of lists of similar sounding items is poorer than that of dissimilar sounding items. This is traditionally argued to be due to a detrimental effect on memory for the order of the words in the list and not on memory for the words themselves. Models that propose forgetting from STM is due to interference must invoke an additional compensatory process where the shared element of the words acts as a cue to recall, in order to account for the lack of an effect on memory for the words. However, the possibility of a detrimental effect of phonological similarity on item memory when these compensatory processes are not available has not been investigated. Two experiments (n=60 and n=57) in which similarity is operationalized in a way that precludes usage of compensatory processes are reported. The results clearly demonstrate that item recall is poorer for similar lists than dissimilar lists when similarity is defined in this way.

Diversity of Monosaccharide Composition of Diets Consumed by Healthy U.S. Adults Is Highly Variable and Positively Associated With the Healthy Eating Index

ObjectivesAdvances in analytical chemistry now make it possible to analyze the monosaccharide composition of foods thereby expanding dietary assessment of carbohydrates. We sought to characterize the monosaccharide composition of diets consumed in a healthy U.S. adult cohort (ClinicalTrials.gov Identifier: NCT02367287).MethodsDietary records consisting of two to three Automated Self-Administered 24-hour Dietary Recalls (ASA24) were obtained from 341 participants in the USDA Nutritional Phenotyping Study which assessed healthy U.S. adults balanced for age, sex, and BMI. Dietary recalls were merged with the Food and Nutrient Database for Dietary Studies (FNDDS) 2017–2018 to retrieve ingredient level data. From this dataset, recall items were mapped to the food glycan database (Glycopedia) to retrieve monosaccharide quantities for matching food items. Participants with at least 75% of calories consumed from carbohydrates mappable to the Glycopedia were included in the final analysis (n = 180).ResultsOn average, glucose comprised the majority of dietary monosaccharides consumed by the cohort (83.4% ± 5.3%, mean, SD) followed by fructose (5.9% ± 2.9%, mean, SD), galactose (4.7% ± 2.7%, mean, SD), arabinose (2.1% ± 0.9%, mean, SD) xylose (1.3% ± 0.4%, mean, SD), GalA (1.2% ± 0.8%, mean, SD) and mannose (0.8% ± 0.6%, mean, SD). Seven additional monosaccharides were present at < 0.5% on average. Monosaccharide diversity in the diet was positively correlated with the Healthy Eating Index score after adjusting for age, sex, and BMI (Pearson's r, r = 0.475, p < 1e-11).ConclusionsThis is the first study to investigate population-based dietary intake at this resolution of food glycan composition. Greater diversity of monosaccharides in the diet corresponds to a healthier eating pattern which may be attributed to reduced intake of simple sugars.Funding SourcesThis project was supported by United States Department of Agriculture (USDA) Agricultural Research Service grant 2032–51,530-026–00D, National Institutes of Health (NIH) award R01DK124193, and the USDA/NSF AI Institute for Next Generation Food Systems (AIFS), USDA award number 2020-67,021-32,855.

0110 Nap-Related Change in Memory Precision may be Related to Slow-Wave Sleep in Early Childhood

Abstract Introduction In early childhood (3-5 years), naps comprise part of children’s 24-hr sleep. Naps support some types of learning (declarative, emotional), enhancing children’s ability to correctly identify previously seen items. During this time, children’s ability to form precise memories also improves, likely due to ongoing hippocampal development and maturation of processes allowing for pattern separation. Whether naps support the ability to form precise memory representations, allowing children to discriminate between previously seen vs. similar but novel items, is unclear. Here, we used a mnemonic similarity task to examine whether daytime naps support children’s recall of specific images more so than a period of wake. Further, we tested whether this nap-related improvement persists across overnight sleep. We hypothesized that task improvement would be associated with slow-wave sleep (SWS), as this stage has been shown to support episodic memory in preschool-aged children. Methods Participants (N=7, 4 females, Mage=56.1 mos) encoded items in the morning, verbally categorizing each image as something they would find “inside” or “outside”. They recalled items at three time points: immediately following encoding, after their nap/wake period, and the following morning after overnight sleep. Recall involved being shown a single image and responding whether it had been previously seen or not. Recall items included targets, foils, and lures. PSG was recorded during the nap and overnight sleep bouts. Results When controlling for age, children forgot fewer target items following a nap than a comparable period of wake (p=.05). Following a nap and overnight sleep, children also exhibited marginally less forgetting of target items than following a period of wake and overnight sleep (p=.102). Lure discrimination index (LDI; false alarm lures minus false alarm foils) did not differ between nap and wake conditions. Change in target recall following the nap was associated with SWS% during the nap (r=.96, p=.01), but not nap duration (p=.27). Conclusion Napping supported children’s ability to recall target items, but not to correctly reject lures, suggesting naps’ benefit towards more generalized memory. Nap SWS% was associated with less forgetting of target items, supporting its role in hippocampal-dependent memory consolidation. Analyses of overnight sleep data and inclusion of more participants may help better elucidate the relationship between preschool children’s sleep and memory development. Support (If Any) NSF BCS 1749280 NIH R21 HD094758 NIH R01 HL111695