Rethinking Speed Theories of Cognitive Development

Abstract

Researchers have suggested that developmental improvements in immediate recall stem from increases in the speed of mental processes. However, that inference has depended on evidence from correlation, regression, and structural equation modeling. We provide counter-examples in two experiments in which the speed of spoken recall was manipulated. In one experiment, second-grade children and adults recalled lists of digits more quickly than usual when the lists were presented at a rapid rate of two items per second. In a second experiment, children received lists at a rate of one item per second; half the children were trained (successfully) to speak their responses more quickly than usual, at a rate similar to adults' usual rate. Recall accuracy was completely unaffected by either of these response-speed manipulations. Thus, although response rate is a strong marker of an individual's maturational level, it does not appear to determine the accuracy of immediate recall. These results have important methodological and theoretical implications for human development.

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