Journal article
Children With Typical Development or Down Syndrome Benefit From Testing Versus Restudy of Arbitrary Event Sequences Across Long-Term Delays and in the Face of Sleep Disturbance
Journal of pediatric neuropsychology, v 11(4), pp 179-188
29 Sep 2025
PMID: 41122338
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Improved memory after prompted retrieval, also known as the testing effect, is evidenced in adults to support long-term memory, but rarely examined in children in preschool or with intellectual disabilities, such as Down syndrome (DS). This study examined episodic memory across 1 month, manipulating the presentation of episodic information to compare testing versus restudy of arbitrary event sequences, and the effect of sleep variables. Retrieval rates were compared at 5-min and 1-month delays in 52 children with DS (aged 6-18, 27 male, 24 White) compared with 59 children with typical development (aged 3-7, 23 male, 35 White). A single test improved recall in the DS group over long-term delays, this is a novel finding and relevant to real-life and classroom experiences.
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Details
- Title
- Children With Typical Development or Down Syndrome Benefit From Testing Versus Restudy of Arbitrary Event Sequences Across Long-Term Delays and in the Face of Sleep Disturbance
- Creators
- Kate M. O. Hughes - Department of Psychology, Bath Spa UniversityS. Sakhon - Department of Psychology, University of Arizona, TucsonAlex Reichsfeld - Department of Psychology, University of Arizona, TucsonAlison Luongo - Department of Psychology, University of Arizona, TucsonBrenden Barness - Department of Psychology, University of Arizona, TucsonKenneth Bottrill - University of ArizonaNancy Raitano Lee - Drexel University, Psychological and Brain Sciences (Psychology)Leonard Abbeduto - UC Davis Health SystemAngela John Thurman - UC Davis Health SystemJamie O. Edgin - University of Arizona
- Publication Details
- Journal of pediatric neuropsychology, v 11(4), pp 179-188
- Publisher
- Educational Publishing Foundation
- Number of pages
- 10
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Psychological and Brain Sciences (Psychology)
- Web of Science ID
- WOS:001581347100001
- Other Identifier
- 991022121059104721
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- Collaboration types
- Domestic collaboration
- International collaboration
- Web of Science research areas
- Clinical Neurology
- Psychology
- Psychology, Clinical
- Psychology, Developmental