The Experts below are selected from a list of 678 Experts worldwide ranked by ideXlab platform
Carole Peterson - One of the best experts on this subject based on the ideXlab platform.
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BRIEF REPORT Your Earliest Memory May Be Earlier Than You Think: Prospective Studies of Children's Dating of Earliest Childhood Memories
2020Co-Authors: Qi Wang, Carole PetersonAbstract:Theories of Childhood Amnesia and autobiographical memory development have been based on the assumption that the age estimates of earliest Childhood memories are generally accurate, with an average age of 3.5 years among adults. It is also commonly believed that early memories will by default become inaccessible later on and this eventually results in Childhood Amnesia. These assumptions were examined in 2 prospective studies, in which children recalled and dated their earliest memories at an initial interview and did it again 1 year (Study 1) and 2 years later (Study 2). Systematic telescoping errors emerged: Children substantially postdated their memories for the same events at the follow-up interview, particularly for memories initially dated from earlier ages. These findings have critical methodological and theoretical implications for research on Childhood Amnesia and autobiographical memory development
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Children’s autobiographical memories across the years: forensic implications of Childhood Amnesia and eyewitness memory for stressful events
Developmental Review, 2012Co-Authors: Carole PetersonAbstract:This is a review of two bodies of research conducted by myself and my colleagues that is relevant to child witness issues, namely Childhood Amnesia and children’s eyewitness memory for stressful events. Although considerable research over the years has investigated the phenomenon of Childhood Amnesia in adults, only recently has it begun to be investigated in children. For them, the age of earliest memory is a moving target over their early years. However, there is nonetheless both variation between children in how early their first memories are as well as variation between memories in terms of likelihood of being retained, and some factors influencing both are explored. In terms of eyewitness memory for stressful events, 2–13-year-old children who had been injured seriously enough to require emergency room medical treatment were interviewed. Long-term memory for these stressful events was traced, and factors influencing that retention were investigated. The findings from both areas of research have implications for developmental forensic psychology.
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when i was little Childhood recollections in chinese and european canadian grade school children
Child Development, 2009Co-Authors: Carole Peterson, Qi Wang, Yubo HouAbstract:Recollection of early Childhood experiences was investigated in 225 European Canadian and 133 Chinese children (ages 8, 11, and 14) by a memory fluency task that measured accessibility of multiple early memories and elicited the earliest memory. Younger children provided memories of events that occurred at earlier ages than older children. Furthermore, Canadian children produced more memories and had an earlier age of first memory than did Chinese children, with cultural differences in both measures increasing with age. It appears that while adultlike Childhood Amnesia is still emerging among Canadian children, Chinese children by age 14 already resemble adults. Content of Canadian versus Chinese children's memories reflected an autonomous versus relational self-construal. Results are discussed in terms of sociocultural influences on memory.
Qi Wang - One of the best experts on this subject based on the ideXlab platform.
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BRIEF REPORT Your Earliest Memory May Be Earlier Than You Think: Prospective Studies of Children's Dating of Earliest Childhood Memories
2020Co-Authors: Qi Wang, Carole PetersonAbstract:Theories of Childhood Amnesia and autobiographical memory development have been based on the assumption that the age estimates of earliest Childhood memories are generally accurate, with an average age of 3.5 years among adults. It is also commonly believed that early memories will by default become inaccessible later on and this eventually results in Childhood Amnesia. These assumptions were examined in 2 prospective studies, in which children recalled and dated their earliest memories at an initial interview and did it again 1 year (Study 1) and 2 years later (Study 2). Systematic telescoping errors emerged: Children substantially postdated their memories for the same events at the follow-up interview, particularly for memories initially dated from earlier ages. These findings have critical methodological and theoretical implications for research on Childhood Amnesia and autobiographical memory development
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Your earliest memory may be earlier than you think: Prospective studies of children’s dating of earliest Childhood memories
'American Psychological Association (APA)', 2014Co-Authors: Peterson Carole, Qi WangAbstract:Theories of Childhood Amnesia and autobiographical memory development have been based on the assumption that the age estimates of earliest Childhood memories are generally accurate, with an average age of 3.5 years among adults. It is also commonly believed that early memories will by default become inaccessible later on and this eventually results in Childhood Amnesia. These assumptions were examined in 2 prospective studies, in which children recalled and dated their earliest memories at an initial interview and did it again 1 year (Study 1) and 2 years later (Study 2). Systematic telescoping errors emerged: Children substantially postdated their memories for the same events at the follow-up interview, particularly for memories initially dated from earlier ages. These findings have critical methodological and theoretical implications for research on Childhood Amnesia and autobiographical memory development
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when i was little Childhood recollections in chinese and european canadian grade school children
Child Development, 2009Co-Authors: Carole Peterson, Qi Wang, Yubo HouAbstract:Recollection of early Childhood experiences was investigated in 225 European Canadian and 133 Chinese children (ages 8, 11, and 14) by a memory fluency task that measured accessibility of multiple early memories and elicited the earliest memory. Younger children provided memories of events that occurred at earlier ages than older children. Furthermore, Canadian children produced more memories and had an earlier age of first memory than did Chinese children, with cultural differences in both measures increasing with age. It appears that while adultlike Childhood Amnesia is still emerging among Canadian children, Chinese children by age 14 already resemble adults. Content of Canadian versus Chinese children's memories reflected an autonomous versus relational self-construal. Results are discussed in terms of sociocultural influences on memory.
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"When I Was Little": Childhood Recollections in Chinese and European Canadian Grade School Children
child development, 2009Co-Authors: Peterson Carole, Qi Wang, Hou YuboAbstract:Recollection of early Childhood experiences was investigated in 225 European Canadian and 133 Chinese children (ages 8, 11, and 14) by a memory fluency task that measured accessibility of multiple early memories and elicited the earliest memory. Younger children provided memories of events that occurred at earlier ages than older children. Furthermore, Canadian children produced more memories and had an earlier age of first memory than did Chinese children, with cultural differences in both measures increasing with age. It appears that while adultlike Childhood Amnesia is still emerging among Canadian children, Chinese children by age 14 already resemble adults. Content of Canadian versus Chinese children's memories reflected an autonomous versus relational self-construal. Results are discussed in terms of sociocultural influences on memory.Psychology, EducationalPsychology, DevelopmentalSSCI16ARTICLE2506-5188
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a cross cultural investigation of autobiographical memory on the universality and cultural variation of the reminiscence bump
Journal of Cross-Cultural Psychology, 2005Co-Authors: Martin A Conway, Qi Wang, Kazunori Hanyu, Shamsul HaqueAbstract:Groups from Japan, China, Bangladesh, England, and the United States recalled, described, and dated specific autobiographical memories. When memories were plotted in terms of age-at-encoding highly similar life-span memory retrieval curves were observed: the periods of Childhood Amnesia and the reminiscence bump were the same across cultures. However, content analysis of memory descriptions of the U.S. and Chinese groups found that memories from the Chinese group had interdependent self-focus (i.e., were of events with a group or social orientation), whereas the memory content of the U.S. group showed an independent self-focus (i.e., were of events oriented to the individual). These findings suggest that there are culturally invariant features of autobiographical memory that yield structurally similar memories across cultures, yet the content of memories is sensitive to cultural influences related to the nature of the self. Findings are discussed in light of similarities and diversity between selves with ...
Katherine Nelson - One of the best experts on this subject based on the ideXlab platform.
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culture and language in the emergence of autobiographical memory
Psychological Science, 2004Co-Authors: Robyn Fivush, Katherine NelsonAbstract:Current conceptualizations of Childhood Amnesia assume that there is a "barrier" to remembering early experiences that must be overcome in order for one to begin to accumulate autobiographical memories. In contrast, we present a social-cultural-developmental perspective on the emergence of autobiographical memory. We first demonstrate the gradual emergence of autobiographical memories across the preschool years and then relate this developmental process to specific developments in language, narrative, and understanding of self and other that vary among individuals, as well as by culture and gender.
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the emergence of autobiographical memory a social cultural developmental theory
Psychological Review, 2004Co-Authors: Katherine Nelson, Robyn FivushAbstract:The authors present a multicomponent dynamic developmental theory of human autobiographical memory that emerges gradually across the preschool years. The components that contribute to the process of emergence include basic memory abilities, language and narrative, adult memory talk, temporal understanding, and understanding of self and others. The authors review the empirical developmental evidence within each of these components to show how each contributes to the timing, quantity, and quality of personal memories from the early years of life. The authors then consider the relevance of the theory to explanations of Childhood Amnesia and how the theory accounts for and predicts the complex findings on adults' earliest memories, including individual, gender, and cultural differences.
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The emergence of autobiographical memory: A social cultural developmental theory
2004Co-Authors: Katherine Nelson, Robyn FivushAbstract:The authors present a multicomponent dynamic developmental theory of human autobiographical memory that emerges gradually across the preschool years. The components that contribute to the process of emergence include basic memory abilities, language and narrative, adult memory talk, temporal understanding, and understanding of self and others. The authors review the empirical developmental evidence within each of these components to show how each contributes to the timing, quantity, and quality of personal memories from the early years of life. The authors then consider the relevance of the theory to explanations of Childhood Amnesia and how the theory accounts for and predicts the complex findings on adults ’ earliest memories, including individual, gender, and cultural differences. In probing my Childhood (which is the next best thing to probing one’s eternity) I see the awakening of consciousness as a series of spaced flashes, with the intervals between them gradually diminishing until bright blocks of perception are formed, affording memory a slippery hold. (Nabokov, 1951/1989, pp. 20–21) The theory of autobiographical memory proposed here is that of a functionally new human memory system, one that emerge
Robyn Fivush - One of the best experts on this subject based on the ideXlab platform.
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culture and language in the emergence of autobiographical memory
Psychological Science, 2004Co-Authors: Robyn Fivush, Katherine NelsonAbstract:Current conceptualizations of Childhood Amnesia assume that there is a "barrier" to remembering early experiences that must be overcome in order for one to begin to accumulate autobiographical memories. In contrast, we present a social-cultural-developmental perspective on the emergence of autobiographical memory. We first demonstrate the gradual emergence of autobiographical memories across the preschool years and then relate this developmental process to specific developments in language, narrative, and understanding of self and other that vary among individuals, as well as by culture and gender.
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the emergence of autobiographical memory a social cultural developmental theory
Psychological Review, 2004Co-Authors: Katherine Nelson, Robyn FivushAbstract:The authors present a multicomponent dynamic developmental theory of human autobiographical memory that emerges gradually across the preschool years. The components that contribute to the process of emergence include basic memory abilities, language and narrative, adult memory talk, temporal understanding, and understanding of self and others. The authors review the empirical developmental evidence within each of these components to show how each contributes to the timing, quantity, and quality of personal memories from the early years of life. The authors then consider the relevance of the theory to explanations of Childhood Amnesia and how the theory accounts for and predicts the complex findings on adults' earliest memories, including individual, gender, and cultural differences.
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The emergence of autobiographical memory: A social cultural developmental theory
2004Co-Authors: Katherine Nelson, Robyn FivushAbstract:The authors present a multicomponent dynamic developmental theory of human autobiographical memory that emerges gradually across the preschool years. The components that contribute to the process of emergence include basic memory abilities, language and narrative, adult memory talk, temporal understanding, and understanding of self and others. The authors review the empirical developmental evidence within each of these components to show how each contributes to the timing, quantity, and quality of personal memories from the early years of life. The authors then consider the relevance of the theory to explanations of Childhood Amnesia and how the theory accounts for and predicts the complex findings on adults ’ earliest memories, including individual, gender, and cultural differences. In probing my Childhood (which is the next best thing to probing one’s eternity) I see the awakening of consciousness as a series of spaced flashes, with the intervals between them gradually diminishing until bright blocks of perception are formed, affording memory a slippery hold. (Nabokov, 1951/1989, pp. 20–21) The theory of autobiographical memory proposed here is that of a functionally new human memory system, one that emerge
Harlene Hayne - One of the best experts on this subject based on the ideXlab platform.
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You Can’t Take It With You The Translation of Memory Across Development
2015Co-Authors: Rick Richardson, Harlene HayneAbstract:ABSTRACT—Despite evidence for memory skill early in de-velopment, the evidence reviewed here shows that early-acquiredmemories, in rats andhumans, are frozen in time. That is, in the absence of opportunities for updating, early memories are only expressed via responses or words that were available at the time of encoding. We discuss the theoretical importance of these findings and their potential clinical and forensic implications. KEYWORDS—memory; development; fear; language While there is substantial evidence that infants of many species are capable of learning and remembering, developmental changes in these processes may limit access to early memories later in life. In humans, most adults have little or no recollection of events that occurred prior to the age of 3 or 4 years, a phe-nomenon called infantile or Childhood Amnesia. Similarly, in
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infant memory development implications for Childhood Amnesia
Developmental Review, 2004Co-Authors: Harlene HayneAbstract:When asked to recall their earliest personal memories, most children and adults have virtually no recollection of their infancy or early Childhood. This phenomenon is commonly referred to as Childhood Amnesia. The fate of our earliest memories has puzzled psychologists for over 50 years, particularly in light of the importance of early experience in human development. Empirical research has shown that infants can both learn and remember very early in development, making the ultimate fate of early memories even more mysterious. The theoretical explanation of Childhood Amnesia outlined here relies on age-related changes in encoding, retention, and retrieval that occur during infancy and early Childhood. Data obtained using a host of different memory tasks support the conclusion that quantitative changes in these basic memory processes can account for the decline of Childhood Amnesia during the third or fourth year of life.
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the development of declarative memory in human infants age related changes in deferred imitation
Behavioral Neuroscience, 2000Co-Authors: Harlene Hayne, Joanne BonifaceAbstract:In 2 experiments, deferred imitation procedures were used to trace age-related changes in declarative memory by human infants over the first 2 years of life. An adult modeled 3 actions with an object, and infants' ability to reproduce those actions was assessed 24 hr later. Some infants were tested with a new object or in a new context relative to the original demonstration. Changes in the context disrupted the performance of 6-month-olds but had no effect on the performance of 12- and 18-month-olds. Changes in the object disrupted the performance of 6- and 12-month-olds but had no effect on the performance of 18-month-olds. This age-related increase in representational flexibility may account for the decline of Childhood Amnesia during the 3rd year of life.
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the development of declarative memory in human infants age related changes in deferred imitation
Behavioral Neuroscience, 2000Co-Authors: Harlene Hayne, Joanne BonifaceAbstract:In 2 experiments, deferred imitation procedures were used to trace age-related changes in declarative memory by human infants over the first 2 years of life. An adult modeled 3 actions with an object, and infants' ability to reproduce those actions was assessed 24 hr later. Some infants were tested with a new object or in a new context relative to the original demonstration. Changes in the context disrupted the performance of 6-month-olds but had no effect on the performance of 12- and 18-month-olds. Changes in the object disrupted the performance of 6and 12-month-olds but had no effect on the performance of 18-month-olds . This age-related increase in representatio nal flexibility may account for the decline of Childhood Amnesia during the 3rd year of life. The notion that there are two or more functionally distinct memory systems began with the hallmark studies of one severely amnestic patient, H.M. (Corkin, 1968; Milner, Corkin, & Teuber, 1968; Scoville & Milner, 1957). H.M. suffered a profound impairment in forming new memories after surgical removal of most of the hippocampal formation and its associated medial temporal lobe structures. Despite the severity of his Amnesia, H.M. showed almost normal retention when tested on tasks of motor skill learning or perceptual priming. This finding gave rise to the notion that memory is not a unitary process, but rather is composed of two (or more) dissociable systems that serve different functions and operate according to different principles (for reviews, see Schacter & Tulving, 1994). A large number of dichotomous terms have been generated to describe these memory systems. Those most commonly cited are declarative versus nondeclarative memory (Cohen & Squire, 1980; Squire, 1987, 1992a, 1992b, 1994) and explicit versus implicit memory (Graf & Schacter, 1985; Schacter, 1987, 1994). Although these dichotomies are not identical, they share two common claims. The first claim is that one memory system supports conscious recollection of episodic facts and events and allows for rapid, one-trial learning (declarative or explicit memory), while the other memory system supports the retention of habits, learned skills, and priming, and is made possible through gradual or incremental learning (nondeclarative or implicit memory).