The continuing controversy about rehearsal’s age of onset has established the need for a more nuanced examination of other factors that might interact with children’s ability to use rehearsal. Previous investigations in rehearsal development have focused on the age at which children begin rehearsing, but the results from these studies have been inconsistent (Flavell, Beach, & Chinsky, 1966 Gathercole & Adams, 1994). Still, the development of rehearsal as a control process is not understood. In the 50 years since the model was formulated, the importance of rehearsal for maintaining information in the short-term store has been well documented. Rehearsal, the silent repetition of an item’s phonological or articulatory code, is one of the many control processes outlined by the Atkinson and Shiffrin ( 1968) modal memory model. Rather, irrelevant sound diverts children’s attention, which prevents attentional resources from supporting rehearsal processes. Moreover, irrelevant sound disrupts children’s rehearsal not solely through automatic, obligatory conflict. The results provide preliminary evidence that children consume attentional resources during rehearsal. The results indicated that the rehearsal measure was significantly related to the auditory distraction effect, but this relation was isolated to the attentional-diversion component of the irrelevant-sound effect. Attentional processes were measured in two ways: first, by using complex span tasks, and second, by children’s vulnerability to disruption in the context of irrelevant sound. To assess rehearsal, each child’s proportionalized articulatory difference (PAD) score was calculated from performance on adaptive digit span tasks performed in quiet and under articulatory suppression (see also Jarrold & Citroën in Developmental Psychology, 49, 837–847, 2013). Children completed an individually adjusted serial-recall task with auditory distractors. in Journal of Memory and Language, 88, 39–50, 2016) the present work contributes to the understanding of auditory distraction effects by measuring both types of processes within one study. Theories of auditory distraction effects in children rely upon a combination of attentionally based and serial-order-based processes (Elliott et al. We investigated a measure of rehearsal ability in children and compared this measurement to serial recall performance in the presence of auditory distractors. Rehearsal processes are thought to undergo a quantitative shift around 7 years of age however, direct measurement of rehearsal is difficult. This improvement has been linked to changes in verbal control processes such as rehearsal. As children mature, their ability to remember information improves.
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