The Wiley handbook on the development of children's memory

The Wiley Handbook on the Development of Children’s Memory Volume I......Page 3
Contents......Page 7
Contributors......Page 9
Preface......Page 13
The Wiley Handbook on the Development of Children’s Memory Volume II......Page 15
Contents......Page 19
Contributors......Page 23
Preface......Page 27
1 The Development of Memory: Multiple Levels and Perspectives......Page 29
A Brief History of the Scientific Study of Memory......Page 30
Historical Approaches to Child Development......Page 34
A Developmental Approach to the Study of Memory......Page 35
Organization of the Handbook......Page 37
References......Page 40
Section I History, Theories, and Methods of the Development of Memory......Page 43
2 The History of Memory Development Research: Remembering Our Roots......Page 47
Setting the Stage for the Emergence of Children’s Memory as a Field of Study: 1950s and Early 1960s......Page 48
Strategy Development (Emergence in Late 1960s and 1970s): Creating a New Field......Page 49
Processes of Strategy Development: Metamemory......Page 50
Broadening the Study of Strategy Development......Page 51
Knowledge Influences Memory Development (Emergence in 1980s)......Page 52
Capacity Influences Memory Development (Emergence in 1980s)......Page 53
Conclusions about Strategies, Metamemory, Knowledge, and Capacity......Page 54
Origins of Memory in Infancy (Emergence in 1980s)......Page 55
Autobiographical Memory (Emergence in Late 1980s and 1990s)......Page 56
Interest in the Application of Memory Research: Eyewitness Memory and Suggestibility (Emergence in the 1990s)......Page 59
The Brain Basis of Memory......Page 60
Working Memory/Executive Function......Page 62
Conclusions: History Lessons......Page 63
References......Page 65
Introduction......Page 69
The Context of Research......Page 70
Conceptual Framework for the Study of Memory Development......Page 71
Multiple Dimensions of Context......Page 72
Continua of Influences......Page 73
The Environment as a Set of Systems of Influence......Page 74
A Little History: Contributions of Research Conducted in the Laboratory and the Field......Page 75
Are There Irreconcilable Differences Between Approaches?......Page 79
Studying the Development of Memory......Page 80
Specific Contributions of Field and Laboratory Investigations......Page 81
Integration of Field-Based and Laboratory-Based Approaches......Page 83
References......Page 86
Why a Piagetian Perspective?......Page 93
The constructive foundation of the Piagetian approach to memory......Page 94
Key distinctions within the Piagetian approach to memory......Page 95
Empirical research......Page 96
Overview......Page 98
Replications......Page 99
Critiques......Page 105
References......Page 112
Sociocultural Memory......Page 115
What Is a Sociocultural Psychological Theory of Development?......Page 116
Assumptions of Sociocultural Theory......Page 117
Basic Experiential Memory......Page 119
What changes after infancy?......Page 120
What Develops? Self, Source, and Time......Page 123
Development as Transformation......Page 127
Self and social, culture, and personal memory......Page 131
Into the Future......Page 132
References......Page 133
6 The Development of Memory from a Neurocognitive and Comparative Perspective......Page 137
Multiple Memory Systems......Page 138
Recognition Memory and the MTL Structures......Page 139
Protracted Development of DNMS Performance......Page 142
Precocious Development of Incidental Recognition Memory......Page 143
Reconciliation of the Findings on Recognition Memory Development in Primates......Page 144
Postnatal Morphological Maturation of the MTL Cortical Areas Occurs Earlier than That of the Hippocampus......Page 145
Perirhinal Cortex is Needed for Recognition Memory Earlier than the Hippocampus......Page 146
Concluding Remarks......Page 148
References......Page 149
Introduction......Page 154
Evolutionary Developmental Psychology of Memory......Page 155
Memory representations......Page 156
The development of episodic memory......Page 158
The development of autobiographical memory......Page 159
The Evolution of Working Memory......Page 161
Ontogenetic Adaptations of Memory......Page 163
Adaptations of infancy......Page 164
The memory benefits of an egocentric orientation......Page 166
Memory suggestibility......Page 167
The Evolution of the Development of Memory......Page 168
References......Page 170
Section II Mnemonic Processes......Page 179
8 Short-term Memory in Infancy......Page 185
The Concept of STM......Page 186
STM versus WM......Page 187
The Study of Infant Memory......Page 188
STM in Infancy......Page 191
Conclusions......Page 203
References......Page 204
9 Methodological Challenges in the Study of Short-term Working Memory in Infants......Page 209
Challenges in Defining Types of Memory in Infants......Page 210
A Procedural Perspective on Recent Research in Infant Memory......Page 211
Delayed response......Page 212
Deferred imitation......Page 217
Learning......Page 218
Familiarize–recognize......Page 219
Change detection......Page 220
Violation of expectation......Page 221
Tapping relevant parameters......Page 222
Multiplicity......Page 223
Anchoring......Page 225
References......Page 226
Short-term and Working Memory: What Are They All About?......Page 230
The Differences Between Short-term and Working Memory......Page 231
Definitions and Concepts for This Chapter......Page 234
Limits and Capabilities of Working Memory......Page 235
Storage Limit Type 1: Decay and/or Interference in Short-term Memory......Page 236
Storage Limit Type 2: Capacity Chunk Limits......Page 237
Mnemonic Control Processes......Page 240
Short-term and Working Memory and the Brain......Page 242
How Do Short-term and Working Memory Develop?......Page 243
Development of Decay......Page 244
Development of Capacity......Page 245
Development of Mnemonic Processing......Page 248
Individual Differences in Ability Within an Age Group......Page 250
Training of Working Memory?......Page 251
References......Page 252
11 Long-term Memory in Infancy and Early Childhood......Page 258
Assessing Long-term Recall in Pre- and Early-verbal Children......Page 259
Infancy......Page 261
Early Childhood......Page 265
Summary of Characteristics of Recall in Infancy and Early Childhood......Page 266
The Neural Substrate Underlying Recall......Page 267
Developments in the Neural Substrate Underlying Recall......Page 268
Developments in the Basic Processes of Memory......Page 269
Conclusions and Future Directions......Page 274
References......Page 275
12 Extending the Life of a Memory: Effects of Reminders on Children’s Long-term Event Memory......Page 283
How Reinstatement Affects Long-term Recall......Page 284
Development of long-term recall in infants......Page 285
Memory reinstatement in infants......Page 287
Effects of reinstatement on children’s memory from 1 to 3 years......Page 289
Influences on children’s long-term memory for past events......Page 292
Reinstatement of children’s event memories: effects of repeated interviews......Page 304
Conclusions: Extending Children’s Autobiographical Memory with Reinstatement......Page 306
References......Page 308
13 Binding Together the Elements of Episodes: Relational Memory and the Developmental Trajectory of the Hippocampus......Page 313
Conceptualization......Page 315
Findings from neuropsychology......Page 316
Findings from neuroimaging......Page 317
Relational memory over short delay intervals......Page 318
Sharpening relational processing theory......Page 319
Anatomy......Page 321
Development......Page 322
Delayed Non-Match to Sample (DNMS)......Page 324
Delayed Imitation......Page 325
Visual Paired Comparison......Page 326
Using Eye-Movement Measures as a Surrogate for Hippocampal Activations......Page 327
Assessing Episodic Memory with Tasks Borrowed from Scrub Jays......Page 328
Summary and Conclusions......Page 329
References......Page 330
14The Development of Recollection and Familiarity during Childhood: Insight from Studies of Behavior and Brain......Page 337
Recollection and Familiarity: Definition and Methods......Page 339
How to assess recollection and familiarity......Page 340
The Development of Recollection and Familiarity: Behavioral Evidence......Page 343
Suggestions for future behavioral research......Page 345
The Developmental Cognitive Neuroscience of Recollection and Familiarity......Page 346
Development of medial temporal lobes......Page 347
Development of prefrontal cortex (PFC)......Page 352
Conclusions......Page 354
References......Page 355
Measuring Implicit Memory......Page 364
The Importance of the Implicit/Explicit Distinction......Page 365
History of Research on Implicit Memory......Page 367
The Development of Implicit Memory......Page 370
Implicit Memory in Clinical Populations......Page 378
Future Directions for Implicit Memory Research......Page 380
References......Page 381
Section III Mnemonic Contents......Page 389
16 Remembering Where: The Origins and Early Development of Spatial Memory......Page 395
Frames of reference......Page 396
Piaget on the development of spatial referencing......Page 397
Dead Reckoning......Page 398
Physical observer movements......Page 399
Metric Representations of Space......Page 400
Distance along a single axis......Page 401
Memory for multiple objects and durability......Page 402
Remembering Location following Disorientation......Page 404
Enclosed spaces......Page 405
Scalar properties......Page 407
Varieties of Egocentric and Allocentric Encoding and their Combination......Page 408
Tools and Strategies for Enhancing Spatial Memory......Page 410
Category adjustment model......Page 411
Origins of category formation and the development of category use......Page 412
Future Research Questions......Page 414
Summary and Conclusions......Page 415
References......Page 417
Adults’ Memory for Time: Theories and Findings......Page 422
Methods......Page 424
Early abilities......Page 425
Abilities that emerge during middle childhood......Page 427
Development in late–middle childhood and adolescence......Page 431
Summary and Conclusions......Page 432
References......Page 433
Autobiographical Memory......Page 436
The Importance of Time in Autobiographical Memory......Page 437
Conceptual and Methodological Issues......Page 438
Locating Naturally Occurring Events in Time......Page 441
Integrating Temporal Memory for Events into Our Autobiography......Page 443
Neural Mechanisms of Time in Autobiographical Memory......Page 444
Development of the Brain Regions Implicated in Temporal Memory......Page 447
Conclusion: Summary, Missing Pieces, and Future Directions......Page 448
References......Page 449
19 Children’s Memory for Source......Page 455
The Source Monitoring Framework (SMF)......Page 457
Qualitative and quantitative characteristics of children’s memory representations......Page 458
Availability of source-specifying information such as perceptual and contextual details......Page 459
Children’s knowledge and beliefs including their understanding of representation......Page 460
Memory for the circumstances of encounter......Page 461
Memory for modes of encounter (live or mediated)......Page 463
Memory for the agent of actions (self vs. other agent or between agents only observed)......Page 464
Memory for the agent of actions (realized or only imagined)......Page 465
Collaborating, anticipating, and memory for the source (agent) of contributions......Page 467
To summarize—what have we learned about children’s memory for source?......Page 468
Source Failures and Learning from Others......Page 469
Recognizing Source as a Route to Information and Knowledge......Page 470
Conclusion......Page 472
References......Page 473
20 From Specificity to Flexibility: Early Developmental Changes in Memory Generalization......Page 481
Theoretical Conceptualization......Page 482
Operant conditioning......Page 483
Imitation Paradigms......Page 485
Object Search Tasks......Page 487
Summary of Paradigms......Page 488
Perceptual Visual Cues......Page 489
Motor Cues......Page 491
Additional Representational Cues......Page 493
Practical Applications of Memory Specificity: 2D Media......Page 494
Visual Perceptual Cues......Page 496
Language Cues......Page 497
Relational Cues......Page 498
Future Directions......Page 499
Overall Conclusions......Page 500
References......Page 501
21 Dual Processes in Memory Development: Fuzzy-Trace Theory......Page 508
Verbatim and gist representations......Page 509
Dual-process distinctions: similarities and differences......Page 510
Time course of verbatim and gist storage......Page 513
Dissociated retrieval......Page 514
Dissociated forgetting rates......Page 517
Verbatim memory......Page 518
Gist memory and gist connection......Page 521
A Whistle Stop Tour of Memory Development Effects......Page 524
Developmental reversals in false memory......Page 525
Testing memory falsifies it......Page 527
Children’s false memories over time......Page 529
False-superiority effect......Page 530
False-sleeper effects......Page 532
Concluding Remarks......Page 533
References......Page 534
Section IV Autobiographical Memory......Page 541
22 The Development of Forgetting: Childhood Amnesia......Page 547
Characteristic distribution of early memories......Page 548
Differences among individuals......Page 549
Differences among groups......Page 550
Later inaccessibility of early memories......Page 551
Absence of early memories, autobiographical or otherwise......Page 553
The auto in autobiographical memory......Page 554
Unique events located in place and time......Page 555
Narrative expression of memory......Page 556
Summary......Page 557
Prospective examinations of the “fates” of childhood memories......Page 558
Retrospective examinations of the “fates” of childhood memories......Page 559
Summary......Page 561
Explaining accelerated forgetting in childhood......Page 562
Sources of variability in early autobiographical memory......Page 564
Summary and Conclusions......Page 566
References......Page 567
23 The Co-emergence of the Self and Autobiographical Memory: An Adaptive View of Early Memory......Page 573
Evolution of Memory......Page 575
On the Co-emergence of Self-consciousness and Autobiographical Memory......Page 576
The Nature of the Transition from Infantile Amnesia to Autobiographical Memory......Page 582
The Content of Early Memory: From the Mundane to the Distinctive and from Fragments to Event Memories......Page 585
The Nature of Early Memory: Episodic and Semantic Contributions to Autobiographical Memory......Page 586
Memory and the Future......Page 587
Synopsis: The Adaptive Function of Autobiographical Memory......Page 589
References......Page 590
24 Maternal Reminiscing Style: The Sociocultural Construction of Autobiographical Memory across Childhood and Adolescence......Page 596
The Sociocultural Developmental Model of Autobiographical Memory......Page 597
Maternal Reminiscing Style......Page 598
The Emergence of Autobiographical Memory in the Preschool Years......Page 600
The Coalescence of Autobiographical Memory in Adolescence......Page 603
References......Page 609
25 Gender, Subjective Perspective, and Autobiographical Consciousness......Page 614
Gender as Skilled Activity......Page 615
Autobiographical Memory, Subjective Perspective and Autobiographical Consciousness......Page 616
Constructing Subjective Perspective through Narrative Reminiscing......Page 617
Gender Differences in Family Reminiscing......Page 620
Gender and Subjective Perspective in Children’s Autobiographical Narratives......Page 625
Autobiographical Consciousness as Gendered......Page 626
References......Page 628
26 The Cultured Self and Remembering......Page 633
The Cultured Self......Page 635
Developing Autobiographical Memory in Cultural Contexts......Page 637
Language of the Self and Others......Page 642
Narrating the Remembered Self......Page 645
Concluding Remarks......Page 648
References......Page 650
27 Cultural Life Scripts and the Development of Personal Memories......Page 654
What Is a Cultural Life Script?......Page 655
What Supports the Existence of Cultural Life Scripts?......Page 656
Which Autobiographical Memory Tasks Activate the Cultural Life Script?......Page 657
The Development of Life Story Abilities and the Acquisition of Cultural Life Scripts in Childhood......Page 659
Acquisition of a Cultural Life Script......Page 660
The Role of the Cultural Life Script for Life Story Development......Page 663
The Role of the Cultural Life Script for Future Life Story Development......Page 664
Conclusion......Page 669
References......Page 670
28 Projecting the Self into the Future......Page 673
Conceptualizing Future Thinking......Page 674
Children’s talk about future events......Page 676
Children’s talk about future states......Page 679
Links between Past and Future......Page 681
The Spoon Test......Page 683
Potential Links between Non-Verbal Measures of Episodic Foresight and Memory......Page 686
Future Directions......Page 687
References......Page 689
Section V Emotion and Memory......Page 693
29 Reactivity, Regulation, and Remembering: Associations between Temperament and Memory......Page 699
Temperament—Reactivity and Regulation......Page 700
Attention as the Link between Temperament and Memory......Page 701
Associations between Temperamental Reactivity and Memory......Page 706
Associations between Temperamental Regulation and Memory......Page 708
Beyond temperament and memory......Page 709
References......Page 710
30 Physiological Stress Reactivity and Episodic Memory in Children......Page 716
Stress, Stressors, and Stress Reactivity......Page 717
Stress-Responsive Physiological Systems......Page 718
Physiological Stress Responses and Memory in Adults......Page 720
Physiological Stress Responses and Memory in Children......Page 724
References......Page 730
Brain System Underlying Effects of Emotion on Memory......Page 737
Future Research Directions......Page 746
References......Page 748
32 Memory for Emotional Stimuli in Development......Page 752
Scope......Page 753
Stages of Emotional Memory Processing......Page 754
Are there Age-related Differences in Affective Reactions to Emotional Stimuli?......Page 755
Laboratory Studies of Emotional Memory in Children......Page 757
Functional Neuroimaging Studies of Emotional Memory in Children......Page 758
Clinical Disorders and Emotional Memory in Children......Page 760
Memory Consolidation Effects on Emotional Memory......Page 762
Emotion and False Memory Effects......Page 763
Implicit Emotional Memory......Page 764
Memory for Real-life Events......Page 765
Conclusion......Page 766
References......Page 767
33 Emotional Memory, Psychopathology, and Well-being......Page 771
Memory and Emotion......Page 772
Psychopathology in childhood and adolescence......Page 773
Memory bias......Page 774
Overgeneral autobiographical memories......Page 777
Non-agentive emotional memories......Page 779
Disturbances in memory quality......Page 780
Memory and psychopathology: conclusions......Page 781
Conceptualizations of well-being......Page 783
Memory bias......Page 784
Autobiographical narrative content......Page 785
Memory and well-being: conclusions......Page 788
Childhood experiences and family interactional patterns......Page 789
Attachment......Page 790
References......Page 791
Theoretical Models of Trauma and Memory......Page 802
How Well Are Traumatic Events Remembered?......Page 804
Trauma Memory Accuracy, Consistency, and Completeness......Page 805
Complete Forgetting of Traumatic Events......Page 807
Memory for Abuse......Page 808
Recovery of Trauma Memories......Page 811
How Are Traumatic Events Remembered?......Page 813
Traumatic Memory Qualities......Page 814
Parent–child Conversations about Traumatic Events......Page 817
Intrusive Memories of Traumatic Events......Page 818
Trauma and Global Memory Alterations......Page 820
Trauma and General Memory Performance......Page 821
Trauma and Autobiographical Memory Performance......Page 822
Conclusions......Page 823
References......Page 824
Section VI Memory in Action......Page 833
35 Interactions of Knowledge and Memory in the Development of Skilled Remembering......Page 837
Learning to Be Strategic......Page 838
Remembering Previously Experienced Events......Page 841
Conclusion and Future Directions......Page 852
References......Page 857
36 Memory in Schools......Page 864
Model of Executive Function with Working Memory as a Component......Page 865
Tasks That Assess Each Component of Working Memory......Page 868
Relation between Memory and Academic Achievement......Page 871
Relation among Working Memory, Language Development, and Literacy Development......Page 873
Working Memory and Dual Language Learners......Page 880
Children with Special Needs with a Focus on Disorders of Attention......Page 882
Working Memory and Mathematics Achievement......Page 883
Assisting Children Who Have Poor Working Memory in the Classroom......Page 884
Conclusion......Page 886
References......Page 887
37 Children’s Deliberate Memory Development: The Contribution of Strategies and Metacognitive Processes......Page 893
Strategy development......Page 895
Metamemory development......Page 898
Interactions between strategies and metamemory......Page 901
Emerging memory strategies......Page 903
Emerging metacognitive skills......Page 904
Interdependence of emerging metacognitive skills and strategic memory behavior......Page 907
Children’s Ability to Strategically and Metacognitively Regulate the Accuracy of their Memory Reports in Naturalistic Contexts......Page 908
Strategic remembering and the influence of metacognitive processes in forensic contexts......Page 909
Strategic remembering and metacognitive processes operating in self-regulated and school-related learning and test situations......Page 911
Conclusions......Page 913
References......Page 914
38 Socialization of Deliberate and Strategic Remembering......Page 923
Socialization perspective......Page 924
Socialization of strategic remembering in the context of event talk......Page 926
Indirect effects of maternal talk on strategy development......Page 929
Socialization of strategic remembering outside the event talk context......Page 931
Socialization of strategic remembering in the context of deliberate memory tasks......Page 932
Cultural differences......Page 935
Cross-cultural studies of schooling......Page 936
Teacher language......Page 937
Future Directions......Page 939
References......Page 941
39 Memory Development in the Forensic Context......Page 948
Basics of Memory Development......Page 950
Distress, Trauma, and Memory......Page 952
Non-disclosure of Child Sexual Abuse......Page 954
Children’s Suggestibility and False Memory......Page 956
Interview Protocols......Page 958
References......Page 964
Section VII Insights from Longitudinal Studies......Page 971
40 Individual Differences in Memory Development and Educational Implications: Cross-sectional and Longitudinal Evidence......Page 975
The Modern Era......Page 976
Cross-sectional research on strategy and knowledge development......Page 977
Longitudinal evidence......Page 979
The Heidelberg Study on memory and metacognition......Page 980
The Munich Longitudinal Study LOGIC......Page 982
The Würzburg–Göttingen Longitudinal Study......Page 988
Memory Strategy Development and Educational Context......Page 992
Conclusions......Page 994
References......Page 995
41 Taking the Long Way: Longitudinal Approaches to Autobiographical Memory Development......Page 1000
Guiding Theories for Longitudinal Investigations of Autobiographical Memory Development......Page 1001
Longitudinal Methods for Studying Autobiographical Memory Development......Page 1002
Longitudinal Studies of First Verbal Memories in Infancy and Toddlerhood......Page 1004
Longitudinal Studies of Autobiographical Memory During Early Childhood......Page 1006
Longitudinal Studies of Autobiographical Memory from Early Childhood to Middle Childhood and Adolescence......Page 1007
Longitudinal Studies of Autobiographical Memory in Middle Childhood and Adolescence......Page 1010
Longitudinal Studies of the Role of Social and Individual Characteristics that Shape the Development of Autobiographical Memory......Page 1011
Longitudinal Intervention Studies of Autobiographical Memory Development......Page 1014
Continuations into adulthood of ongoing studies......Page 1016
Methodological Challenges......Page 1017
Conclusions......Page 1018
References......Page 1019
42 Memory in At-risk Populations: Infants Born Prior to Term......Page 1024
Background......Page 1025
Techniques for Assessing Infant Memory......Page 1026
Arguments Supporting the Adult-like Nature of Infant Recognition and Recall......Page 1027
Longitudinal Studies from Our Lab: Overview......Page 1029
Preterm Deficits in Memory: Infancy......Page 1030
Preterm Deficits in Memory: Toddlerhood......Page 1031
Preterm Deficits in Memory: Pre-adolescence......Page 1032
Preterm Deficits in Memory: Summary......Page 1033
Infant Memory: Implications for Later Language......Page 1034
Infant Memory: Implications for Later IQ......Page 1035
Attention and Encoding Speed: Factors Affecting Infant Recognition Memory......Page 1036
SEM Models of Preterm/Full-term Differences in MDI/IQ......Page 1037
References......Page 1038
Why Study Atypical Development?......Page 1045
Rationale for Studying “Infants Who Experience Metabolic Disturbances during the Prenatal Period”......Page 1046
Rationale for Studying the Infant of the Diabetic Mother to Shed Light on Memory......Page 1047
Description of the Longitudinal Cohort and Assessments Used......Page 1049
Recognition of mother’s voice in newborn infants......Page 1053
Recognition of mother’s face by six-month-old infants......Page 1054
Longitudinal development of recognition memory from birth to eight months......Page 1056
Memory for event sequences in 12- and 24-month-olds......Page 1058
Memory for event sequences in 36–48-month-olds......Page 1059
General cognitive function at 4 and 5 years of age......Page 1062
Conclusions......Page 1063
References......Page 1066
Practical Tips for Conducting Longitudinal Studies of Memory Development......Page 1072
Designing Your Longitudinal Study......Page 1073
Ethical Considerations: Respect for Families......Page 1075
Requisite Personal Qualities for Longitudinal Researchers......Page 1076
References......Page 1077
Author Index......Page 1079
Subject Index......Page 1099