Jennifer Wenner

Bringing Order to the Arbitrary: One- to Two-Year Olds' Recall of Event Sequences

Abstract Recall by children ages 16–32 months was tested on event sequences that were either arbitrarily ordered or were constrained by enabling relations. Even the youngest children reliably recalled the enabling sequences. It was not until 20 months and older that the children performed at above-chance levels on the arbitrarily ordered events.

Appendix A: Event Sequences Used

Presented here are descriptions of the three-step and four-step event sequences used in the present research. Materials necessary to produce the event sequences are included in parentheses.

Appendix B: Potential Effects on Children's Performance of Features of the Research Design

In addition to the variables of interest in this research (namely, age, delay, sequence type, mode of experience, and verbal reminders), childrens performance may have been affected by a number of features of the research design. This Appendix is a report of the results of analyses of three potential influences on the childrens performance. First, we examined the possibility that the particular experimenter who conducted the session might have affected the childrens performance. Second, we examined the possibility that conclusions regarding childrens recall of the event sequences were qualified by specific event sequence effects. Third, we examined the possibility that differences in the lengths of the child-controlled response periods might account for the patterns of effects observed. Although in each case some effects obtained, in no case did the findings present substantive qualifications to the major patterns described in the body of the text.

Appendix C: Potential Effects on Children's Performance of Child Language and Gender

In addition to the variables manipulated in this research, childrens performance may have been affected by individual and group differences among the participants. This Appendix is a report of analyses of two child variables that might have influenced their performance. First, to determine whether initial differences in facility with language by children in the different delay conditions may have influenced the patterns obtained, we compared childrens levels of productive vocabulary at the time of enrollment in the study. Second, we report analyses designed to determine whether there were any differences in performance associatedd with child gender. Although with regard to child gender, some effects obtained, in no case did the findings present substantive qualifications to the major patterns described in the body of the text.