Children (N = 157) 4- to 8-years old participated 1 (single) or 4 times (repeated) in an interactive event. Across each condition, half were questioned a week later about the only or a specific occurrence of the event (Depth-first), and then about what usually happens. Half were prompted in the reverse order (Breadth-first). Children with repeated experience who first were asked about what usually happens reported more event-related information overall than those asked about an occurrence first. All children used episodic language when describing an occurrence; however children with repeated-event experience used episodic language less often when describing what usually happens than did those with single experience. Accuracy rates did not differ between conditions. Implications for theories of repeated-event memory are discussed.
Brubacher, S.P., Roberts, K.P., & Powell, M.B. (2012). Retrieval of episodic versus generic information: Does the order of recall affect the amount and accuracy of details reported by children about repeated events? Developmental Psychology, 48, 111-122. DOI: 10.1037/a0025864.