Exploring episodic specificity induction on divergent thinking in children
Guillermo Tomás, Teresa Bajo, Alejandra Marful
TL;DR
This study explores how adapting episodic specificity induction materials affects children's memory and creativity, finding that child-friendly materials improve memory but not creativity as expected.
Contribution
The study introduces adapted ESI materials for children and reveals unexpected effects on divergent thinking.
Findings
ESI improved episodic recall in children compared to a control condition.
Developmental differences in recall disappeared when using child-friendly materials.
No transfer effects to divergent thinking were observed with non-adapted materials.
Abstract
Previous studies suggest that Episodic Specificity Induction (ESI) improves the recall of episodic details and facilitates transfer to other cognitive tasks requiring episodic thinking (i.e., divergent thinking). However, the only study examining an adapted future-oriented ESI in children has failed to show benefits in subsequent cognitive tasks. To investigate this, two experiments were conducted using the standard ESI protocol with children. Experiment 1 tested second graders, fifth graders, and young adults using children-adapted materials (i.e., TV cartoons), while Experiment 2 tested fifth graders using non-adapted materials. Both experiments confirmed that ESI improved the recall of episodic details compared to a control condition. Additionally, developmental differences in episodic recall in Experiment 1 disappeared after controlling for total verbal production, suggesting that…
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Taxonomy
TopicsMemory and Neural Mechanisms · Child and Animal Learning Development · Memory Processes and Influences