Learning often affects future learning and memory for previously learned information by exerting either facilitation or interference effects. Several theoretical accounts of interference effects have been proposed, each making different developmental predictions. This research examines interference effects across development, with the goal of better understanding mechanisms of interference and of memory development. Preschool-aged children and adults participated in a three-phased associative learning paradigm containing stimuli that were either unique or repeated across phases. Both age groups demonstrated interference effects, but only for repeated items. Whereas proactive interference effects were comparable across age groups, retroactive interference reached catastrophic-like levels in children. Additionally, retroactive interference increased in adults when contextual differences between phases were minimized (Experiment 2), and decreased in adults who were more successful at encoding repeated pairs of stimuli during a training phase (Experiment 3). These results are discussed with respect to theories of memory and memory development.

Elite police work has bursts of intense physically demanding work requiring high levels of fitness, or capacity, and movement competency; which are assumed to increase one's injury resilience. The purpose of this study was to follow members of an elite police force (N = 53) to test whether back injuries (N = 14) could be predicted from measures of fitness and movement quality. Measures of torso endurance, relative and absolute strength, hip ROM and movement quality using the Functional Movement Screen(TM) and other dynamic movement tests were obtained from every officer at baseline. When variables were grouped and considered holistically, rather than individually, back injury could be predicted. Seven variables best predicted those who would suffer a back injury (64% sensitivity and 95% specificity for an overall concordance of 87%). Overall, the ability to predict back injury was not high, suggesting that there is more complexity to this relationship than is explained with the variables tested here. Practitioner Summary: Members of elite police forces have exposure to intense physically demanding work. Increased levels of fitness and movement competency have been assumed to increase injury resilience. However, complexity in the interactions between exposure, movement competency, training, fitness and injury may occlude the true relationship between these variables.

Worker-centered injury prevention can be described as fitting workers to tasks by improving fitness and modifying movement patterns; however, the current results show weak correlations between strength, endurance and ROM, and the way individuals move. Therefore, the development of occupation-specific injury prevention strategies may require both fitness and movement-oriented objectives.

The contextual cueing effect is a robust phenomenon in which repeated exposure to the same arrangement of random elements guides attention to relevant information by constraining search. The effect is measured using an object search task in which a target (e.g., the letter T) is located within repeated or nonrepeated visual contexts (e.g., configurations of the letter L). Decreasing response times for the repeated configurations indicates that contextual information has facilitated search. Although the effect is robust among adult participants, recent attempts to document the effect in children have yielded mixed results. We examined the effect of search speed on contextual cueing with school-aged children, comparing three types of stimuli that promote different search times in order to observe how speed modulates this effect. Reliable effects of search time were found, suggesting that visual search speed uniquely constrains the role of attention toward contextually cued information.

Memory is critical for learning, cognition and cognitive development. Recent work has suggested that preschool-aged children are vulnerable to catastrophic levels of memory interference, in which new learning dramatically attenuates memory for previously acquired knowledge. Work reported here investigates the effects of consolidation on children’s memory by introducing a 48- hours-long delay between learning and testing. In Experiment 1, the delay improved children’s memory and eliminated interference. Results of Experiment 2 suggest that this benefit of delays is limited to situations in which children are given enough information to form a complex memory structure. Results are discussed in relation to consolidation processes and memory development.