5 minutes later and one day later. The follow-up tests shown to the infants included two geometric shapes: one from the original test, and a new shape. The researchers were able to record how long the infants looked at the images in the follow-up tests and measured how long the infants stared at each shape. The infants were more likely to gaze at the geometric shapes from the original tests if they had been paired with positive voices than if they had been paired with neutral or negative voices. This study indicated that infants at this age would be able to better remember shapes and patterns of things if they were associated with positive emotions because positivity would increase the infants' interest and attention. Pre-school Children Infants at as early as 7-months-old can conceptually differentiate between categories such as animals and vehicles. Although infants’ concepts may be crude by adult standards, they still allow infants to make meaningful semantic distinctions. An example is that infants can differentiate between items belonging to a kitchen and those items belonging to a bathroom. At the very least, these categories lay a foundation for early knowledge development, organizing information in storage and influence future encoding. Infants from 16 months old are able to draw on their semantic knowledge in generalization and inference. This knowledge can also be used by older toddlers, 24-month-olds, to facilitate acquisition and retention of new information. Their knowledge of causal ordering of events can be used to help to recall the sequence of events. Infants have the ability to recall experiences after some time or demonstrate that they have a forming cognitive process. Pre-school children can be heavily inaccurate in recalling words or numbers they have just learned. Children are more able to recall information, which according to Henry (2011) children can “predict” memory performance if they have an online experience with a task. What led to this conclusion was the children were given a tape recorder with 10 words, the kids were asked to stop the tape recorder once they thought they could remember all the words mentioned. According to the study 17% children predicted that they knew all 10 words mentioned. Knowledge itself will not alter retention performance, rather how well that knowledge is structured will alter performance. Better retention was shown with information that had greater cohesion and more elaborative elements. Familiarity and repetition of an experience