1
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Rubínová E, Price HL. Primacy (and recency) effects in delayed recognition of items from instances of repeated events. Memory 2024; 32:627-645. [PMID: 38771018 DOI: 10.1080/09658211.2024.2354764] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2023] [Accepted: 05/07/2024] [Indexed: 05/22/2024]
Abstract
In repeated-event paradigms where participants are asked to recall details of a sequence of similar instances they viewed/experienced previously, more accurate details are typically recalled from the first and final instances (i.e., long-term primacy and recency effects). Participants likely encode distinct attributes of details of the boundary instances that subsequently facilitate source monitoring. To date, most repeated event research has measured memory performance via free-/cued-recall paradigms; we examined delayed memory for repeated events using the recognition paradigm. In two preregistered experiments, participants viewed four videos, and after a delay completed a recognition task. In Experiment 1 (N = 168, between-subjects), participants decided whether an item was old (i.e., presented in any video) or new, or whether an item was presented in video 1/2/3/4 or was new. In Experiment 2 (N = 160, within-subjects), the old/new decision was followed by an instance attribution decision. Old items were recognised faster in the old/new task compared to the instance-attribution task. In the instance-attribution task, items from the boundary instances were accurately attributed faster compared to items from the middle instances. We found further evidence for primacy (and recency) effects in measures of confidence, memory judgments, recognition accuracy and discriminability, and confidence-accuracy calibration.
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Affiliation(s)
- Eva Rubínová
- School of Psychology, University of Aberdeen, Aberdeen, Scotland
- Department of Psychology, Thompson Rivers University, Kamloops, Canada
| | - Heather L Price
- Department of Psychology, Thompson Rivers University, Kamloops, Canada
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2
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Melamed TC, Chalamalasetty P, Ralph YK, Berinhout K, Maguire MJ. The power of the written word: Comparing word meaning inferencing from auditory and written modalities throughout grade school. J Exp Child Psychol 2024; 237:105755. [PMID: 37572384 DOI: 10.1016/j.jecp.2023.105755] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Revised: 07/18/2023] [Accepted: 07/18/2023] [Indexed: 08/14/2023]
Abstract
Previous research indicates that word learning from auditory contexts may be more effective than written context at least through fourth grade. However, no study has examined contextual differences in word learning in older school-aged children when reading abilities are more developed. Here we examined developmental differences in children's ability to deduce the meanings of unknown words from the surrounding linguistic context in the auditory and written modalities and sought to identify the most important predictors of success in each modality. A total of 89 children aged 8-15 years were randomly assigned to either read or listen to a narrative that included eight novel words, with five exposures to each novel word. They then completed three posttests to assess word meaning inferencing. Children across all ages performed better in the written modality. Vocabulary was the only significant predictor of success on the word inferencing task. Results indicate support for written stimuli as the most effective modality for novel word meaning deduction. Our findings suggest that the presence of orthographic information facilitates novel word learning even for early, less proficient readers.
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Affiliation(s)
- Tina C Melamed
- Department of Rehabilitation Sciences, University of Texas at Tyler, Tyler, TX 757099, USA.
| | - Prasanth Chalamalasetty
- Callier Center for Communication Disorders, University of Texas at Dallas, Dallas, TX 75235, USA
| | - Yvonne K Ralph
- College of Education and Psychology, University of Texas at Tyler, Tyler, TX 75799, USA
| | - Kate Berinhout
- Callier Center for Communication Disorders, University of Texas at Dallas, Dallas, TX 75235, USA
| | - Mandy J Maguire
- Callier Center for Communication Disorders, University of Texas at Dallas, Dallas, TX 75235, USA
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3
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Mair A, Poirier M, Conway MA. Age effects in autobiographical memory depend on the measure. PLoS One 2021; 16:e0259279. [PMID: 34714869 PMCID: PMC8555790 DOI: 10.1371/journal.pone.0259279] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2021] [Accepted: 10/15/2021] [Indexed: 11/18/2022] Open
Abstract
Studies examining age effects in autobiographical memory have produced inconsistent results. This study examined whether a set of typical autobiographical memory measures produced equivalent results in a single participant sample. Five memory tests (everyday memory, autobiographical memory from the past year, autobiographical memory from age 11-17, word-cued autobiographical memory, and word-list recall) were administered in a single sample of young and older adults. There was significant variance in the tests' sensitivity to age: word-cued autobiographical memory produced the largest deficit in older adults, similar in magnitude to word-list recall. In contrast, older adults performed comparatively well on the other measures. The pattern of findings was broadly consistent with the results of previous investigations, suggesting that (1) the results of the different AM tasks are reliable, and (2) variable age effects in the autobiographical memory literature are at least partly due to the use of different tasks, which cannot be considered interchangeable measures of autobiographical memory ability. The results are also consistent with recent work dissociating measures of specificity and detail in autobiographical memory, and suggest that specificity is particularly sensitive to ageing. In contrast, detail is less sensitive to ageing, but is influenced by retention interval and event type. The extent to which retention interval and event type interact with age remains unclear; further research using specially designed autobiographical memory tasks could resolve this issue.
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Affiliation(s)
- Ali Mair
- Department of Psychology, City, University of London, Northampton Square, London, United Kingdom
- Department of Psychology and Sport Sciences, University of Hertfordshire, Hatfield, United Kingdom
- Department of Psychology, University of York, Heslington, York, United Kingdom
- * E-mail:
| | - Marie Poirier
- Department of Psychology, City, University of London, Northampton Square, London, United Kingdom
| | - Martin A. Conway
- Department of Psychology, City, University of London, Northampton Square, London, United Kingdom
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4
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Calado B, Luke TJ, Connolly DA, Landström S, Otgaar H. Implanting false autobiographical memories for repeated events. Memory 2021; 29:1320-1341. [PMID: 34570682 DOI: 10.1080/09658211.2021.1981944] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Research to date has exclusively focused on the implantation of false memories for single events. The current experiment is the first proof of concept that false memories can be implanted for repeated autobiographical experiences using an adapted false memory implantation paradigm. We predicted that false memory implantation approaches for repeated events would generate fewer false memories compared to the classic implantation method for single events. We assigned students to one of three implantation conditions in our study: Standard, Repeated, and Gradual. Participants underwent three interview sessions with a 1-week interval between sessions. In the Standard condition, we exposed participants to a single-event implantation method in all three interviews. In the Repeated condition, participants underwent a repeated-event implantation method in the three interviews. The Gradual condition also consisted of a repeated-event implantation method, however, in the first interview alone, we suggested to participants that they had experienced the false narrative once. Surprisingly, within our sample, false memories rates in the Standard condition were not higher compared to the Repeated and Gradual conditions. Although sometimes debated, our results imply that false memories for repeated events can be implanted in lab conditions, likely with the same ease as false memories for single events.
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Affiliation(s)
- Bruna Calado
- Department of Clinical Psychology, Maastricht University, Maastricht, The Netherlands.,University of Gothenburg, Gothenburg, Sweden
| | | | | | | | - Henry Otgaar
- Department of Clinical Psychology, Maastricht University, Maastricht, The Netherlands.,Catholic University of Leuven, Leuven, Belgium
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5
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McMakin DL, Kimbler A, Tustison NJ, Pettit JW, Mattfeld AT. Negative Overgeneralization is Associated with Anxiety and Mechanisms of Pattern Completion in Peripubertal Youth. Soc Cogn Affect Neurosci 2021; 17:231-240. [PMID: 34270763 PMCID: PMC8847909 DOI: 10.1093/scan/nsab089] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2020] [Revised: 06/01/2021] [Accepted: 07/15/2021] [Indexed: 11/13/2022] Open
Abstract
This study examines neural mechanisms of negative overgeneralization, the increased likelihood of generalizing negative information, in peri-puberty. Theories suggest that weak pattern separation (overlapping representations are made distinct, indexed by DG/CA3 hippocampal subfield activation) underlies negative overgeneralization. We alternatively propose that neuro-maturational changes that favor pattern completion (cues reinstate stored representations, indexed by CA1 activation) are modulated by circuitry involved in emotional responding (amygdala, medial prefrontal cortices [mPFC]) to drive negative overgeneralization. Youth (N=34, 9-14 years) recruited from community and clinic settings participated in an emotional mnemonic similarity task while undergoing MRI. At Study, participants indicated the valence of images; at Test, participants made recognition memory judgments. Critical lure stimuli, that were similar to images at Study, were presented at Test, and errors ("false alarms") to negative relative to neutral stimuli reflected negative overgeneralization. Negative overgeneralization was related to greater and more similar patterns of activation in CA1 and both dorsal and ventral mPFC for negative relative to neutral stimuli. At Study, amygdala exhibited greater functional coupling with CA1 and dorsal mPFC during negative items that were later generalized. Negative overgeneralization is rooted in amygdala and mPFC modulation at encoding and pattern completion at retrieval.
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Affiliation(s)
- Dana L McMakin
- Cognitive Neuroscience Program, Department of Psychology, Florida International University, Miami, FL 33199 USA.,Clinical Science Program, Department of Psychology, Center for Children and Families, Florida International University, Miami, FL 33199 USA.,Center for Children and Families, Florida International University, Miami, FL 33199 USA
| | - Adam Kimbler
- Cognitive Neuroscience Program, Department of Psychology, Florida International University, Miami, FL 33199 USA
| | - Nicholas J Tustison
- Department of Radiology and Medical Imaging, University of Virginia, Charlottesville, VA 22903 USA
| | - Jeremy W Pettit
- Clinical Science Program, Department of Psychology, Center for Children and Families, Florida International University, Miami, FL 33199 USA.,Center for Children and Families, Florida International University, Miami, FL 33199 USA
| | - Aaron T Mattfeld
- Cognitive Neuroscience Program, Department of Psychology, Florida International University, Miami, FL 33199 USA.,Center for Children and Families, Florida International University, Miami, FL 33199 USA
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6
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Kian T, Parmar PK, Fabiano GF, Pathman T. Tell Me About Your Visit With the Lions: Eliciting Event Narratives to Examine Children's Memory and Learning During Summer Camp at a Local Zoo. Front Psychol 2021; 12:657454. [PMID: 34305722 PMCID: PMC8295724 DOI: 10.3389/fpsyg.2021.657454] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2021] [Accepted: 06/14/2021] [Indexed: 12/04/2022] Open
Abstract
School-aged children often participate in school field trips, summer camps or visits at informal learning institutions like zoos and museums. However, relatively little is known about children’s memory and learning from these experiences, what types of event details and facts are retained, how retention varies across age, and whether different patterns are observed for different types of experiences. We aimed to answer these questions through a partnership with a local zoo. Four- to 10-year-old children (N = 122) participated in a weeklong summer camp, during which they engaged in dynamic events, including visits to zoo animals. On the last day of camp, we elicited autobiographical event narratives for two types of experiences: a child-selected animal event (visit to their favorite animal) and an experimenter-selected animal event. We coded event narratives for length and breadth using previously used autobiographical memory (AM) narrative coding schemes. In addition, we created a coding scheme to examine retention of semantic information (facts). We report the types of autobiographical event details and facts children recalled in their narratives, as well as age group differences that were found to vary depending on the type of information and type of event. Through this naturalistic, yet controlled, study we gain insights into how children remember and learn through hands-on activities and exploration in this engaging and dynamic environment. We discuss how our results provide novel information that can be used by informal learning institutions to promote children’s memory and retention of science facts.
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Affiliation(s)
- Tida Kian
- Memory Development Laboratory, Department of Psychology, York University, Toronto, ON, Canada
| | - Puneet K Parmar
- Memory Development Laboratory, Department of Psychology, York University, Toronto, ON, Canada
| | - Giulia F Fabiano
- Memory Development Laboratory, Department of Psychology, York University, Toronto, ON, Canada
| | - Thanujeni Pathman
- Memory Development Laboratory, Department of Psychology, York University, Toronto, ON, Canada.,LaMarsh Centre for Child and Youth Research, York University, Toronto, ON, Canada
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7
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Remembering breakfast: How do pre-schoolers represent an everyday event? Cognition 2021; 213:104654. [PMID: 33722388 DOI: 10.1016/j.cognition.2021.104654] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Revised: 03/01/2021] [Accepted: 03/01/2021] [Indexed: 11/23/2022]
Abstract
While it is clear that pre-schoolers have episodic memories for unique events, the representation of mundane events is disputed. In three studies we investigated three- and four- year olds' recall of that day's breakfast. In the first study (n = 27), all children discriminated between specific and general questions about their breakfast. However, children with a greater variety of breakfast options were more likely to correctly remember their morning's breakfast than children with only two or three options. This effect was maintained in the second study (n = 21) where systematic directive questioning was used to increase access to the relevant representation. In addition, repeated questioning over a number of days had no effect on recall. In the third study (n = 15), where questions were asked within minutes of finishing breakfast, children with little variety again failed to do better than chance. The findings together indicate that pre-schoolers have specific records for today's breakfast-time. Schema access is necessary for talking about those details that were not encoded as part of the record, such as food or drink where the child has limited choice. In such cases the child apparently samples from the alternatives in the schema with a corresponding high error rate. Children with more choice for their breakfast represent what they have eaten in their record of the event.
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8
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Thiel F, Berman Z, Dishy G, Chan S, Seth H, Tokala M, Pitman RK, Dekel S. Traumatic memories of childbirth relate to maternal postpartum posttraumatic stress disorder. J Anxiety Disord 2021; 77:102342. [PMID: 33276245 PMCID: PMC7856222 DOI: 10.1016/j.janxdis.2020.102342] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/14/2020] [Revised: 10/21/2020] [Accepted: 11/18/2020] [Indexed: 11/28/2022]
Abstract
The trauma memory is a crucial feature of PTSD etiology and maintenance. Nonetheless, the nature of memories associated with childbirth-related posttraumatic stress disorder (CB-PTSD) requires explication. The present study, as part of a larger project on psychological outcomes of childbirth, utilized a multi-method approach to characterize childbirth memories in relation to CB-PTSD symptoms. We here assessed 413 women who completed self-report measures pertaining to CB-PTSD, postpartum depression, and childbirth memories. Additionally, a subset of 209 women provided written childbirth narratives, analyzed using Linguistic Inquiry and Word Count software. Women endorsing CB-PTSD symptoms on the PTSD-Checklist (PCL)-5 reported more incoherent childbirth memories with more emotional and sensory details, and more frequent involuntary recall and reliving of the memory. They also indicated the childbirth experience was more central to their identity. Written narratives in those with probable CB-PTSD were characterized by less (positive) affective processes, and more cognitive processes. We infer that childbirth memories in women who endorse symptoms of CB-PTSD in the early postpartum period resemble those described in the general PTSD literature. This suggests that childbirth may be experienced as traumatic and evoke a traumatic memory, implicated in symptom endorsement. Opportunities for therapeutic interventions modifying traumatic memories of childbirth in women at risk for CB-PTSD need to be investigated. Future research examining characteristics of traumatic childbirth memories is needed to advance our understanding of this overlooked postpartum condition.
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Affiliation(s)
- Freya Thiel
- Department of Psychiatry, Massachusetts General Hospital, Charlestown Navy Yard, 120 2nd Ave, Charlestown, MA 02129, USA
| | - Zohar Berman
- Department of Psychiatry, Massachusetts General Hospital, Charlestown Navy Yard, 120 2nd Ave, Charlestown, MA 02129, USA,Department of Psychiatry, Harvard Medical School, Boston, MA 02115, USA
| | - Gabriella Dishy
- Department of Psychiatry, Massachusetts General Hospital, Charlestown Navy Yard, 120 2nd Ave, Charlestown, MA 02129, USA
| | - Sabrina Chan
- Department of Psychiatry, Massachusetts General Hospital, Charlestown Navy Yard, 120 2nd Ave, Charlestown, MA 02129, USA
| | - Himani Seth
- Department of Psychiatry, Massachusetts General Hospital, Charlestown Navy Yard, 120 2nd Ave, Charlestown, MA 02129, USA
| | - Meghan Tokala
- Department of Psychiatry, Massachusetts General Hospital, Charlestown Navy Yard, 120 2nd Ave, Charlestown, MA 02129, USA
| | - Roger K. Pitman
- Department of Psychiatry, Massachusetts General Hospital, Charlestown Navy Yard, 120 2nd Ave, Charlestown, MA 02129, USA,Department of Psychiatry, Harvard Medical School, Boston, MA 02115, USA
| | - Sharon Dekel
- Department of Psychiatry, Massachusetts General Hospital, Charlestown Navy Yard, 120 2nd Ave, Charlestown, MA 02129, USA; Department of Psychiatry, Harvard Medical School, Boston, MA 02115, USA.
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9
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Dilevski N, Paterson HM, Walker SA, van Golde C. Adult memory for specific instances of a repeated event: a preliminary review. PSYCHIATRY, PSYCHOLOGY, AND LAW : AN INTERDISCIPLINARY JOURNAL OF THE AUSTRALIAN AND NEW ZEALAND ASSOCIATION OF PSYCHIATRY, PSYCHOLOGY AND LAW 2020; 28:711-732. [PMID: 35571600 PMCID: PMC9103626 DOI: 10.1080/13218719.2020.1837031] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
In cases of repeated victimisation, a complainant's statement of abuse, and therefore memory, is often critical evidence for forensic investigations and legal proceedings. It is therefore important to understand the functioning of adults' memory for repeated events. As such, the purpose of this paper was to review the extant literature on adult memory for instances of a repeated event. The results of the review revealed a small number of heterogeneous studies on adult repeated-event memory (N = 12). The literature so far shows that while adults might have difficulty in recalling information specific to instances (narrow accuracy), they are capable of remembering information across multiple instances (broad accuracy). It was also found that several factors may impact recall of instances including age, the number of experienced instances, rehearsing an event, repeated retrieval and event distinctiveness. The discussion highlights the forensic implications of this research and future research directions.
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Affiliation(s)
- Natali Dilevski
- School of Psychology, University of Sydney, Sydney, NSW, Australia
| | | | - Sarah A. Walker
- School of Psychology, University of Sydney, Sydney, NSW, Australia
| | - Celine van Golde
- School of Psychology, University of Sydney, Sydney, NSW, Australia
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10
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Loucks J, Blakley T, Price HL. Memory for temporal order in novel sequential action. JOURNAL OF COGNITIVE PSYCHOLOGY 2020. [DOI: 10.1080/20445911.2020.1756302] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Jeff Loucks
- Department of Psychology, University of Regina, Regina, Canada; Department of Psychology, Thompson Rivers University, Kamloops, Canada
| | - Taline Blakley
- Department of Psychology, University of Regina, Regina, Canada; Department of Psychology, Thompson Rivers University, Kamloops, Canada
| | - Heather L. Price
- Department of Psychology, University of Regina, Regina, Canada; Department of Psychology, Thompson Rivers University, Kamloops, Canada
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11
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Kan IP, Rosenbaum RS, Verfaellie M. Schema processing across the lifespan: From theory to applications. Cogn Neuropsychol 2020; 37:1-7. [PMID: 32106740 DOI: 10.1080/02643294.2020.1736019] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
Affiliation(s)
- Irene P Kan
- Department of Psychological & Brain Sciences, Villanova University, Villanova, PA, USA
| | - R Shayna Rosenbaum
- Department of Psychology, Vision: Science to Applications (VISTA) Program, York University, Toronto, Canada.,Rotman Research Institute, Baycrest, Toronto, Canada
| | - Mieke Verfaellie
- Memory Disorders Research Center, VA Boston Healthcare System and Boston University School of Medicine, Boston, MA, USA
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12
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Pudhiyidath A, Roome HE, Coughlin C, Nguyen KV, Preston AR. Developmental differences in temporal schema acquisition impact reasoning decisions. Cogn Neuropsychol 2020; 37:25-45. [PMID: 31597512 PMCID: PMC7145737 DOI: 10.1080/02643294.2019.1667316] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2019] [Revised: 08/30/2019] [Accepted: 09/06/2019] [Indexed: 01/12/2023]
Abstract
Schemas capture patterns across multiple experiences, accumulating information about common event structures that guide decision making in new contexts. Schemas are an important principle of leading theories of cognitive development; yet, we know little about how children and adolescents form schemas and use schematic knowledge to guide decisions. Here, we show that the ability to acquire schematic knowledge based on the temporal regularities of events increases during childhood and adolescence. Furthermore, we show that temporally mediated schematic knowledge biases reasoning decisions in an age-dependent manner. Participants with greater temporal schematic knowledge were more likely to infer that temporally related items shared other, non-temporal properties, with adults showing the greatest relationship between schema knowledge and reasoning choices. These data indicate that the mechanisms underlying schema formation and expression are not fully developed until adulthood and may reflect the ongoing maturation of hippocampus and prefrontal cortex through adolescence.
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Affiliation(s)
- Athula Pudhiyidath
- Center for Learning and Memory, University of Texas at Austin
- Department of Psychology, University of Texas at Austin
| | - Hannah E. Roome
- Center for Learning and Memory, University of Texas at Austin
| | | | - Kim V. Nguyen
- Center for Learning and Memory, University of Texas at Austin
| | - Alison R. Preston
- Center for Learning and Memory, University of Texas at Austin
- Department of Psychology, University of Texas at Austin
- Department of Neuroscience, University of Texas at Austin
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13
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Rubínová E, Blank H, Ost J, Fitzgerald RJ. Structured word-lists as a model of basic schemata: deviations from content and order in a repeated event paradigm. Memory 2020; 28:309-322. [PMID: 31918628 DOI: 10.1080/09658211.2020.1712421] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Repeated events are common in everyday life, but relatively neglected as a topic within memory psychology. In two samples of adults, we investigated memory for repeated, schema-establishing simple events (operationalised as structured word-lists), and the effects of deviations within those events. We focused on the effects of deviations from two core dimensions of schema: content and order. Across three successive word-list events, we established and reinforced a basic list schema by always presenting three content categories in the same order. These expectations were violated in a fourth and final word-list. We measured the effects on memory of both the violating and the schema-establishing lists in multiple recall attempts over a period of one month. We measured correct recall, misattribution errors, metacognitive awareness of list-organisation and deviations, and recall organisation. Across all delays and across all word-lists (not only the final one), content changes increased recall, whereas order changes decreased recall. Participants were also more aware of content changes than order changes. These disparate effects suggest that the two types of schema-deviations may have qualitatively different effects on memory for specific instances of a repeated generic event. Cognitive processes underlying memory for typical and exceptional instances of repeated events are discussed.
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Affiliation(s)
- Eva Rubínová
- Department of Psychology, University of Portsmouth, Portsmouth, UK
| | - Hartmut Blank
- Department of Psychology, University of Portsmouth, Portsmouth, UK
| | - James Ost
- Department of Psychology, University of Portsmouth, Portsmouth, UK
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14
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Ramsaran AI, Schlichting ML, Frankland PW. The ontogeny of memory persistence and specificity. Dev Cogn Neurosci 2019; 36:100591. [PMID: 30316637 PMCID: PMC6969236 DOI: 10.1016/j.dcn.2018.09.002] [Citation(s) in RCA: 31] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2018] [Revised: 09/06/2018] [Accepted: 09/25/2018] [Indexed: 02/01/2023] Open
Abstract
Interest in the ontogeny of memory blossomed in the twentieth century following the initial observations that memories from infancy and early childhood are rapidly forgotten. The intense exploration of infantile amnesia in subsequent years has led to a thorough characterization of its psychological determinants, although the neurobiology of memory persistence has long remained elusive. By contrast, other phenomena in the ontogeny of memory like infantile generalization have received relatively less attention. Despite strong evidence for reduced memory specificity during ontogeny, infantile generalization is poorly understood from psychological and neurobiological perspectives. In this review, we examine the ontogeny of memory persistence and specificity in humans and nonhuman animals at the levels of behavior and the brain. To this end, we first describe the behavioral phenotypes associated with each phenomenon. Looking into the brain, we then discuss neurobiological mechanisms in the hippocampus that contribute to the ontogeny of memory. Hippocampal neurogenesis and critical period mechanisms have recently been discovered to underlie amnesia during early development, and at the same time, we speculate that similar processes may contribute to the early bias towards memory generalization.
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Affiliation(s)
- Adam I Ramsaran
- Program in Neurosciences and Mental Health, The Hospital for Sick Children, Toronto, M5G 1X8, Canada; Department of Psychology, University of Toronto, Toronto, M5S 3G3, Canada
| | | | - Paul W Frankland
- Program in Neurosciences and Mental Health, The Hospital for Sick Children, Toronto, M5G 1X8, Canada; Department of Psychology, University of Toronto, Toronto, M5S 3G3, Canada; Department of Physiology, University of Toronto, Toronto, M5S 1A8, Canada; Institute of Medical Science, University of Toronto, Toronto, M5S 1A8, Canada; Child & Brain Development Program, Canadian Institute for Advanced Research (CIFAR), Toronto, M5G 1M1, Canada.
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15
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Qi H, Roberts KP. Cultural Influences on the Development of Children's Memory and Cognition. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2019; 56:183-225. [PMID: 30846047 DOI: 10.1016/bs.acdb.2018.11.005] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Memory is socially constructed. The types of information that children pay attention to and remember, as well as how children organize and recall their memories can differ as a function of sociocultural background. This chapter presents an overview of cultural variations on children's memory and cognition. We draw attention to the necessity of conducting controlled experiments to examine cultural differences in the specific processes involved in episodic memory (e.g., encoding, retention, discrimination skills). We highlight potential challenges (e.g., language, measurement equivalence) that researchers need to overcome to conduct valid cross-cultural research. In light of cultural transformations in recent decades, we outline promising avenues for future research as well as the applications of this research to important issues for forensics and immigrants and asylum-seekers.
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Affiliation(s)
- Hongyuan Qi
- Wilfrid Laurier University, Waterloo, ON, Canada
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16
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Zhang HH, Roberts KP, Teoh YS. Children's recall and source monitoring of a repeated event using a timeline as an interview aid. APPLIED COGNITIVE PSYCHOLOGY 2018. [DOI: 10.1002/acp.3451] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Huan Huan Zhang
- Department of Psychology; Wilfrid Laurier University; Waterloo Ontario Canada
| | - Kim P. Roberts
- Department of Psychology; Wilfrid Laurier University; Waterloo Ontario Canada
| | - Yee-San Teoh
- Department of Psychology; National Taiwan University; Taipei Taiwan
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17
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Danby MC, Sharman SJ, Brubacher SP, Powell MB. The effects of episode similarity on children's reports of a repeated event. Memory 2018; 27:561-567. [PMID: 30295155 DOI: 10.1080/09658211.2018.1529798] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Much research has tested techniques to improve children's reporting of episodes from a repeated event by interviewing children after they have experienced multiple episodes of a scripted event. However, these studies have not considered any effects of the similarity shared between event episodes on children's reports. In the current study, 5- to 9-year-olds experienced four episodes of a scripted repeated event that shared a high (n = 76) or low (n = 76) degree of similarity, and were subsequently interviewed about individual episodes. The proportional amount and accuracy of children's reported details were tallied. Children reported proportionally more details and more script deviations after experiencing the high, compared to low, similarity event. Conversely, children were more accurate in their episodic reports when they experienced the low, compared to high, similarity event. The current findings have implications for the generalisability and comparability of past results across laboratory studies.
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Affiliation(s)
- Meaghan C Danby
- a School of Psychology , Deakin University , Burwood , VIC , Australia
| | | | - Sonja P Brubacher
- b Centre for Investigative Interviewing , Griffith Criminology Institute, Griffith University , Mount Gravatt , Australia
| | - Martine B Powell
- b Centre for Investigative Interviewing , Griffith Criminology Institute, Griffith University , Mount Gravatt , Australia
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18
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Effects of cognitive schemas on children's testimony for a simulated juvenile crime. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2018. [DOI: 10.1016/j.appdev.2018.05.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Simard F, Cadoret G. Neural correlates of active controlled retrieval development: An exploratory ERP study. Brain Cogn 2018; 124:20-28. [PMID: 29723679 DOI: 10.1016/j.bandc.2018.04.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2017] [Revised: 04/20/2018] [Accepted: 04/23/2018] [Indexed: 10/17/2022]
Abstract
Working memory is composed of different processes and encompasses not only the temporary storage of information but also its manipulation in order to perform complex cognitive activities. During childhood, one of these manipulation processes, namely active controlled retrieval, improves significantly between the age of 6 to 10, suggesting that the neuronal network supporting this function undergoes substantial maturational changes. The present study examined the neural activity of 14 healthy children and 14 adults while performing an active controlled retrieval task. Results showed differences in brain activity according to active controlled retrieval in a 300-500 ms window corresponding to the retrieval period. Active controlled retrieval was associated with a P3b-like potential in parietal sites for both children and adults. In fronto-central sites, children demonstrated a "N400 like" potential associated with active retrieval processing. These results are discussed in terms of maturational development.
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Affiliation(s)
- France Simard
- Département de musique, Faculté des arts, Université du Québec à Montréal, Case postale 8888, succ. Centre-Ville, Montréal, Québec H3C 3P8, Canada.
| | - Geneviève Cadoret
- Département des sciences de l'activité physique, Faculté des sciences, Université du Québec à Montréal, Case postale 8888, succ. Centre-ville, Montréal, Québec H3C 3P8, Canada
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Mair A, Poirier M, Conway MA. Supporting older and younger adults’ memory for recent everyday events: A prospective sampling study using SenseCam. Conscious Cogn 2017; 49:190-202. [DOI: 10.1016/j.concog.2017.02.008] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2016] [Revised: 02/01/2017] [Accepted: 02/08/2017] [Indexed: 11/16/2022]
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21
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Powell MB, Burrows KS, Brubacher SP, Roberts KP. Prosecutors' Perceptions on Questioning Children about Repeated Abuse. PSYCHIATRY, PSYCHOLOGY, AND LAW : AN INTERDISCIPLINARY JOURNAL OF THE AUSTRALIAN AND NEW ZEALAND ASSOCIATION OF PSYCHIATRY, PSYCHOLOGY AND LAW 2017; 24:74-89. [PMID: 31983940 PMCID: PMC6818426 DOI: 10.1080/13218719.2017.1273749] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
The purpose of this study is to elicit guidance from prosecutors across Australia on questioning children about repeated events. Two focus groups were conducted. The first sought broad feedback concerning questioning children about repeated events. The second focused more specifically on eliciting feedback about techniques for aiding children in describing specific instances of repeated events. The techniques used are derived from a combination of empirical research and best practice interview guidelines. Data from both focus groups were compiled because themes were highly similar. Thematic analysis of the focus group discussions revealed three broad themes in prosecutors' perceptions about questioning children about repeated abuse: a) permitting children to provide a full generic account before describing individual episodes of abuse, b) using the information obtained during the generic account to create episode labels, and c) probing incidences of abuse chronologically. These themes are discussed within the context of the child development and mnemonic literature, and implications for interviewing protocols are drawn.
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Affiliation(s)
- Martine B. Powell
- Centre for Investigative Interviewing, Deakin University, Geelong, Victoria, Australia
| | - Kimberlee S. Burrows
- Centre for Investigative Interviewing, Deakin University, Geelong, Victoria, Australia
| | - Sonja P. Brubacher
- Centre for Investigative Interviewing, Deakin University, Geelong, Victoria, Australia
| | - Kim P. Roberts
- Department of Psychology, Wilfred Laurier University, Waterloo, ON, Canada
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22
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Danby MC, Brubacher SP, Sharman SJ, Powell MB, Roberts KP. Children's Reasoning About Which Episode of a Repeated Event is Best Remembered. APPLIED COGNITIVE PSYCHOLOGY 2016. [DOI: 10.1002/acp.3306] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Meaghan C. Danby
- Centre for Investigative Interviewing; Deakin University; Burwood Victoria Australia
| | - Sonja P. Brubacher
- Centre for Investigative Interviewing; Deakin University; Burwood Victoria Australia
| | - Stefanie J. Sharman
- Centre for Investigative Interviewing; Deakin University; Burwood Victoria Australia
| | - Martine B. Powell
- Centre for Investigative Interviewing; Deakin University; Burwood Victoria Australia
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Abstract
OBJECTIVE Although research studies increasingly use children as primary reporters in dietary assessments, it is unclear how well children's self-reported intake correlates with independently validated reports of their intake; this meta-analysis assesses that correlation. DESIGN Moderators of the correlation between self-reported and independently validated intake were predicted a priori: type of dietary intake assessment (24 h recall, food diary and food frequency questionnaires), validation measures, parental assistance and age. Online databases were searched for articles published from 1990 to 2014 that compared children's self-reports of dietary intake to validated observations of food intake in children age 4-16. MAIN OUTCOME MEASURES Summary effect size Pearson r between children's self-reported dietary intake and independently validated dietary intake were calculated. RESULTS In k = 32 samples from 23 studies, a statistically significant correlation (r = .48, Z = 7.26, p < .001) was found between children's self-reported dietary intake and independently validated reports of dietary intake. Validation method (Q = 17.49, df = 2, p < .001) and parental assistance (Z = 2.03, p = .042) were significant moderators of this correlation. Self-report methodology (Q = 3.95, df = 2, p = .139) and age (Q = .02, p = .879) were not significant moderators of the distribution of effect sizes. CONCLUSION Together, these results provide baseline information about children's recall in dietary intake assessments conducted with children as primary reporters.
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Affiliation(s)
- Brittany Merson
- a Department of Psychology , Claremont Graduate University , Claremont , CA , USA
| | - Kathy Pezdek
- a Department of Psychology , Claremont Graduate University , Claremont , CA , USA
| | - Karen Saywitz
- b Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine , UCLA , Los Angeles , CA , USA
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24
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Cordón IM, Silberkleit G, Goodman GS. Getting to Know You: Familiarity, Stereotypes, and Children's Eyewitness Memory. BEHAVIORAL SCIENCES & THE LAW 2016; 34:74-94. [PMID: 27117602 DOI: 10.1002/bsl.2233] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
The present study concerned how the acquisition of social information, specifically knowledge about personal characteristics, influences young children's memory and suggestibility. Effects of two sources of knowledge about a target person were systematically examined: familiarity and stereotypes. Children, aged 4-5 and 7-9 years (N = 145), were randomly assigned, per age group, to experimental conditions based on a familiarity (6 hours vs. no prior exposure) × stereotype (negative depiction as messy and clumsy vs. no stereotype) factorial design. Children then watched the target person engage in a target event (a series of contests) at a preschool ("Camp Ingrid"). The children's memory and suggestibility about the target person and target event were tested after a delay of 2 weeks. Results indicated that the negative stereotype resulted in an increase in children's correct responses both to free-recall stereotype-related questions (when children were unfamiliar with the target person) and to closed-ended questions overall (for younger children). However, the stereotype was associated with greater error to stereotype-related closed-ended questions. Moreover, familiarity increased children's accuracy to closed-ended questions. Implications for theory and application are discussed. Copyright © 2016 John Wiley & Sons, Ltd.
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Goldman S, DeNigris D. Parents' strategies to elicit autobiographical memories in autism spectrum disorders, developmental language disorders and typically developing children. J Autism Dev Disord 2015; 45:1464-73. [PMID: 25312278 DOI: 10.1007/s10803-014-2271-y] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Conversations about the past support the development of autobiographical memory. Parents' strategies to elicit child's participation and recall during past event conversations were compared across three school-age diagnostic groups: autism spectrum disorder (ASD, n = 11), developmental language disorders (n = 11) and typically developing (TD, n = 11). We focused on the prevalence of directives versus enrichment of events. Groups did not differ in number of events, length, and total turns. However, parents of children with ASD produced more direct questions, corrections, and unrelated turns than parents of TD children. Results highlight how parents adjusted their conversational style to their child's communication difficulties to maximize interactions and how these strategies may affect the development of personal conversations.
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Affiliation(s)
- Sylvie Goldman
- Saul R. Korey Department of Neurology, Department of Pediatrics, Rose F. Kennedy Intellectual and Developmental Disabilities Research Center, Albert Einstein College of Medicine, 1300 Morris Park Avenue, Bronx, NY, 10461, USA,
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26
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Harris LS, Block SD, Ogle CM, Goodman GS, Augusti EM, Larson RP, Culver MA, Pineda AR, Timmer SG, Urquiza A. Coping style and memory specificity in adolescents and adults with histories of child sexual abuse. Memory 2015; 24:1078-90. [DOI: 10.1080/09658211.2015.1068812] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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27
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Roberts KP, Brubacher SP, Drohan-Jennings D, Glisic U, Powell MB, Friedman WJ. Developmental Differences in the Ability to Provide Temporal Information About Repeated Events. APPLIED COGNITIVE PSYCHOLOGY 2015. [DOI: 10.1002/acp.3118] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
| | | | | | - Una Glisic
- Psychology; Wilfrid Laurier University; Waterloo Canada
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28
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It's always snack time: an investigation of event scripts in young children. Appetite 2014; 85:66-9. [PMID: 25447019 DOI: 10.1016/j.appet.2014.11.013] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2014] [Revised: 11/05/2014] [Accepted: 11/11/2014] [Indexed: 11/21/2022]
Abstract
This study examined whether young children include eating in their cognitive scripts for various events, and whether food-related scripts are associated with body mass index (BMI) percentile. Data were collected in a structured interview format. Participants, recruited from area preschools and day cares, provided a four-activity sequence for each of three events, and responses were recorded verbatim. Forty-four children (45% female) participated, with an average BMI percentile of 73.3% (SD = 25.9). Data were binarily coded to indicate whether each response was food-related. Frequencies were obtained, and responses were correlated with BMI percentile. Over 22% of the activities in the children's scripts involved food. The number of food-related activities reported was positively correlated with children's BMI percentile (r = 0.53, p = 0.03). Results provide preliminary evidence that food features prominently in young children's event scripts and that children with higher BMI percentiles may possess scripts that feature more food-related themes. Future researchers should investigate the causal nature of this relationship.
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29
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Melton GB, Goodman GS, Kalichman SC, Levine M, Saywitz KJ, Koocher GP. Empirical Research on Child Maltreatment and the Law. ACTA ACUST UNITED AC 2014. [DOI: 10.1080/0047228x.1995.10801978] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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30
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Miller HL, Odegard TN, Allen G. Evaluating information processing in Autism Spectrum Disorder: The case for Fuzzy Trace Theory. DEVELOPMENTAL REVIEW 2014. [DOI: 10.1016/j.dr.2013.12.002] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
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31
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Hobbs SD, Goodman GS, Goodman-Shaver D. Repeated interviews about repeated abuse: evaluation of a case study. CHILD ABUSE & NEGLECT 2014; 38:212-216. [PMID: 24534612 DOI: 10.1016/j.chiabu.2014.01.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/07/2014] [Accepted: 01/07/2014] [Indexed: 06/03/2023]
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32
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Blain-Brière B, Bouchard C, Bigras N, Cadoret G. Development of active control within working memory. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2013. [DOI: 10.1177/0165025413513202] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study aimed to compare children’s performance on two mnemonic functions that engage the lateral prefrontal cortex. Brain imaging studies in adults have shown that the mid-ventrolateral prefrontal cortex is specifically involved in active controlled retrieval, and the mid-dorsolateral prefrontal cortex is specifically involved in monitoring mnemonic information (Petrides, 2005). Eighty-two children aged from 6 years, 8 months to 8 years, 7 months were tested. They showed equivalent success rates in active retrieval and monitoring with color and shape information. However, children were slower in monitoring than in active retrieval in color trials. The results demonstrate that the specialized contributions of the lateral prefrontal cortex emerge conjointly during childhood giving children multiple tools to exert an active control within memory.
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33
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Arbuckle R, Abetz-Webb L. “Not Just Little Adults”: Qualitative Methods to Support the Development of Pediatric Patient-Reported Outcomes. PATIENT-PATIENT CENTERED OUTCOMES RESEARCH 2013; 6:143-59. [DOI: 10.1007/s40271-013-0022-3] [Citation(s) in RCA: 45] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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34
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Dahl JJ, Sonne T, Kingo OS, Krøjgaard P. On the development of episodic memory: Two basic questions. NORDIC PSYCHOLOGY 2013. [DOI: 10.1080/19012276.2013.807661] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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35
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Abstract
This study examined the effects of rapport (emotional, National Institute of Child Health and Human Development [NICHD]) and prompt type (what-next, cued-action, cued-emotion, what-think) on one hundred forty-two 4-9-year-old maltreated children's spontaneous and prompted emotional language. Children in the emotional-rapport condition narrated the last time they felt good and the last time they felt bad on the playground. Children in the NICHD-rapport condition narrated their last birthday party and what happened yesterday. Following rapport, all children were presented a series of story stems about positive and negative situations. Emotional-rapport minimally affected children's use of emotional language. Cued-emotion prompts were most productive in eliciting emotional language. Overall, there were few effects because of age. Children often produced less emotional language when describing negative events, particularly with respect to their spontaneous utterances, suggesting reluctance. These differences largely disappeared when children were asked additional questions, particularly cued-emotion questions. The results offer support for cued-emotion prompts as a means of increasing maltreated children's use of emotional language.
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Affiliation(s)
| | - Thomas D Lyon
- University of Southern California, Gould School of Law
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36
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Zajac R, O’Neill S, Hayne H. Disorder in the courtroom? Child witnesses under cross-examination. DEVELOPMENTAL REVIEW 2012. [DOI: 10.1016/j.dr.2012.06.006] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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37
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Otgaar H, Smeets T, Peters M. Children's Implanted False Memories and Additional Script Knowledge. APPLIED COGNITIVE PSYCHOLOGY 2012. [DOI: 10.1002/acp.2849] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Henry Otgaar
- Faculty of Psychology and Neuroscience, Clinical Psychological Science, Forensic Psychology section; Maastricht University; Maastricht; the Netherlands
| | - Tom Smeets
- Faculty of Psychology and Neuroscience, Clinical Psychological Science, Forensic Psychology section; Maastricht University; Maastricht; the Netherlands
| | - Maarten Peters
- Faculty of Psychology and Neuroscience, Clinical Psychological Science, Forensic Psychology section; Maastricht University; Maastricht; the Netherlands
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38
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Dionne J, Cadoret G. Development of active controlled retrieval during middle childhood. Dev Psychobiol 2012; 55:443-9. [PMID: 22488296 DOI: 10.1002/dev.21034] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2011] [Accepted: 03/16/2012] [Indexed: 11/09/2022]
Abstract
The aim of this study was to examine the development of active controlled memory retrieval in children. Active retrieval is an effortful retrieval required to disambiguate information stored in memory. Brain imaging studies and monkey experiments have shown that the ventrolateral prefrontal cortex (VLPFC) is specifically engaged in this retrieval in both adult humans and monkeys. Three groups of 6-, 8-, and 11-year-old children and adults were tested on an active retrieval task. Results showed a marked difference in performance between 6-year olds, who made more errors and had longer response time, and 8- and 11-year olds, who had performance similar to adults. These results provide evidence that the VLPFC and the network supporting its top-down modulation undergo substantial maturational changes between 6 and 8 years old, giving children better active control of visual memory.
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Affiliation(s)
- Joannie Dionne
- Faculté des Sciences, Département de kinanthropologie, Université du Québec à Montréal, CP. 8888, succ. Centre-ville, Montréal, Québec H3C 3P8, Canada
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39
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Bottoms BL, Najdowski CJ, Epstein MA, Badanek MJ. Trauma severity and defensive emotion-regulation reactions as predictors of forgetting childhood trauma. J Trauma Dissociation 2012; 13:291-310. [PMID: 22545564 DOI: 10.1080/15299732.2011.641497] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Using a retrospective survey, we studied a sample of 1,679 college women to determine whether reports of prior forgetting of childhood sexual abuse, physical abuse, and other traumas could be explained by trauma severity and individual differences in the use of defensive emotion-regulation reactions (i.e., repressive coping, dissociation, and fantasy proneness). Among victims of physical abuse (but not sexual abuse or other types of trauma), those who experienced severe abuse and used defensive reactions were sometimes more likely to report temporary forgetting of abuse but other times less likely to report forgetting. We also found unanticipated main effects of trauma severity on temporary forgetting. Our results provide an understanding of victims' experiences of forgetting by demonstrating the importance of considering unique effects of trauma type, different aspects of trauma severity, and victims' defensive reactions to trauma.
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Affiliation(s)
- Bette L Bottoms
- Department of Psychology, University of Illinois, Chicago, Illinois 60607-7137, USA.
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40
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Bauer PJ, King JE, Larkina M, Varga NL, White EA. characters and clues: factors affecting children's extension of knowledge through integration of separate episodes. J Exp Child Psychol 2011; 111:681-94. [PMID: 22153911 DOI: 10.1016/j.jecp.2011.10.005] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2011] [Revised: 10/10/2011] [Accepted: 10/11/2011] [Indexed: 11/17/2022]
Abstract
Children build up knowledge about the world and also remember individual episodes. How individual episodes during which children learn new things become integrated with one another to form general knowledge is only beginning to be explored. Integration between separate episodes is called on in educational contexts and in everyday life as a major means of extending knowledge and organizing information. Bauer and San Souci (2010) provided an initial demonstration that 6-year-olds extend their knowledge by integrating between separate but related episodes; the episodes shared a high level of surface similarity. Experiments 1A and 1B of the current research were tests of integration under low and high levels of surface similarity, respectively. In Experiment 1A, when surface similarity of the episodes was low, 6-year-olds integrated between passages of text, yet their performance was not as robust as observed previously. In Experiment 1B, when surface similarity of the episodes was high, a replication of Bauer and San Souci's results was observed. In Experiment 2, we tested whether a "hint" to consult the information learned in the passages improved performance even when surface level similarity was low. The hint had a strong facilitating effect. Possible mechanisms of integration between separate yet related episodes are discussed.
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Affiliation(s)
- Patricia J Bauer
- Department of Psychology, Emory University, Atlanta, GA 30322, USA.
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41
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42
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Going beyond the facts: young children extend knowledge by integrating episodes. J Exp Child Psychol 2010; 107:452-65. [PMID: 20663513 DOI: 10.1016/j.jecp.2010.05.012] [Citation(s) in RCA: 40] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2010] [Revised: 05/13/2010] [Accepted: 05/20/2010] [Indexed: 11/23/2022]
Abstract
The major question posed in this research was whether 4- and 6-year-olds productively extend their knowledge by integrating information acquired in separate episodes. The vehicle was a read-aloud activity during which children were presented with a novel fact in each of two passages. In Experiment 1, both age groups showed evidence of integration between the passages. For the 6-year-olds, the evidence came in the form of responses to open-ended questions. The 4-year-olds recognized the correct answers but did not generate them in the open-ended question format. The 6-year-olds who generated the correct answers also were likely to recall both of the individual facts presented in the passages. In Experiment 2, we tested whether the 4-year-olds' integration performance would improve if their memory for the individual facts improved. Extra exposure to the individual facts resulted in higher levels of integration performance in both recall and recognition testing. The roles of memory and other potential sources of age-related differences in integration performance are discussed.
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43
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Brubacher SP, Glisic U, Roberts KP, Powell M. Children's ability to recall unique aspects of one occurrence of a repeated event. APPLIED COGNITIVE PSYCHOLOGY 2010. [DOI: 10.1002/acp.1696] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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44
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Otgaar H, Candel I, Scoboria A, Merckelbach H. Script knowledge enhances the development of children's false memories. Acta Psychol (Amst) 2010; 133:57-63. [PMID: 19853836 DOI: 10.1016/j.actpsy.2009.09.002] [Citation(s) in RCA: 26] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2009] [Revised: 09/25/2009] [Accepted: 09/28/2009] [Indexed: 11/18/2022] Open
Abstract
We examined whether script knowledge contributes to the development of children's false memories. Sixty 7-year-old and 60 11-year-old children listened to false narratives describing either a high-knowledge event (i.e., fingers being caught in a mousetrap) or a low-knowledge event (i.e., receiving a rectal enema) that were similar in terms of plausibility and pleasantness. Moreover, half of the children in each condition received additional suggestive details about the false events. Across two interviews, children had to report everything they remembered about the events. Script knowledge affected children's false memories in that both younger and older children developed more false memories for the high-knowledge event than for the low-knowledge event. Moreover, at the first interview, additional suggestive details inhibited the development of children's images into false memories.
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Affiliation(s)
- Henry Otgaar
- Faculty of Psychology, Maastricht University, 6200 MD, Maastricht, The Netherlands.
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45
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Development of autonoetic autobiographical memory in school-age children: Genuine age effect or development of basic cognitive abilities? Conscious Cogn 2009; 18:864-76. [PMID: 19733483 DOI: 10.1016/j.concog.2009.07.008] [Citation(s) in RCA: 37] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2008] [Revised: 07/15/2009] [Accepted: 07/24/2009] [Indexed: 11/24/2022]
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46
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Piolino P, Hisland M, Ruffeveille I, Matuszewski V, Jambaqué I, Eustache F. Do school-age children remember or know the personal past? Conscious Cogn 2007; 16:84-101. [PMID: 16464615 DOI: 10.1016/j.concog.2005.09.010] [Citation(s) in RCA: 74] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2005] [Revised: 09/26/2005] [Accepted: 09/27/2005] [Indexed: 11/22/2022]
Abstract
The aim of this study was to examine developmental differences in autobiographical memory using a novel test that assesses its semantic and episodic subcomponents. Forty-two children aged 7-13 years were asked to recall semantic information and episodic events from three different time periods (current school year, last school year, and previous school years). For the recalls of all events, sense of remembering or sense of just knowing was measured via the Remember/Know paradigm. Age-related differences were observed for episodic autobiographical memory whereas semantic autobiographical memory was characterized by a relative developmental invariance. The increase with age was also found in the number of "Remember" responses and their justification in terms of the actual contextual information retrieved-factual, spatial, and, more especially, temporal details. These findings highlight developmental differences between the episodic and semantic subcomponents of autobiographical memory and support the view that mental 'time travel' through subjective time, which allows one to re-experience the past through self-awareness, is the last feature of autobiographical memory to become fully operational.
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Affiliation(s)
- P Piolino
- INSERM, Université de Caen, EMI E0218, Laboratoire de Neuropsychologie, CHU Côte Nacre, 14033 Caen Cedex, France.
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47
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Powell MB, Roberts KP, Thomson DM, Ceci SJ. The impact of experienced versus non-experienced suggestions on children's recall of repeated events. APPLIED COGNITIVE PSYCHOLOGY 2007. [DOI: 10.1002/acp.1299] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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48
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Quas JA, Carrick N, Alkon A, Goldstein L, Boyce WT. Children's memory for a mild stressor: the role of sympathetic activation and parasympathetic withdrawal. Dev Psychobiol 2006; 48:686-702. [PMID: 17111409 PMCID: PMC2913697 DOI: 10.1002/dev.20184] [Citation(s) in RCA: 29] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Abstract
Although numerous studies have examined the relations between stress and memory in children, few studies have investigated physiological responses as predictors of children's memory for stressful events. In this study, 4- to 8-year-olds completed laboratory challenges and experienced a fire-alarm incident while their sympathetic and parasympathetic reactions were monitored. Shortly afterward, children's memory of the alarm incident was tested. As children's age and family income increased, memory performance improved. High sympathetic activation during the laboratory challenges was associated with enhanced memory. Also, a trend indicated that, among older children, greater general parasympathetic withdrawal was associated with poorer memory, but among younger children, parasympathetic withdrawal was unrelated to memory. Findings highlight the need to measure both sympathetic and parasympathetic responses when evaluating children's memory for mild stressors and to include a wide age range so that developmental changes in the relations between stress and memory in childhood can be identified.
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Affiliation(s)
- Jodi A Quas
- Department of Psychology and Social Behavior, 3340 Social Ecology II, University of California, Irvine, Irvine, CA 92697-7085, USA.
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49
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Greenhoot AF, Tsethlikai M, Wagoner BJ. The Relations Between Children's Past Experiences, Social Knowledge, and Memories for Social Situations. JOURNAL OF COGNITION AND DEVELOPMENT 2006. [DOI: 10.1207/s15327647jcd0703_6] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
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50
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Read JD, Connolly DA, Welsh A. An archival analysis of actual cases of historic child sexual abuse: A comparison of jury and bench trials. LAW AND HUMAN BEHAVIOR 2006; 30:259-85. [PMID: 16786401 DOI: 10.1007/s10979-006-9010-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
Logistic regression analyses were used to predict verdicts from 466 Canadian jury and 644 Canadian judge-alone criminal trials involving delayed or historic allegations of child sexual abuse. Variables in regard to the complainant and offence were selected from the legal, clinical, and experimental literatures, including mock juror research. Of six variables that had been related to decisions reached in mock juror research concerning delayed allegations of child sexual abuse (i.e., repressed memory testimony, involvement in therapy, length of delay, age of complainant, presence of experts, and frequency of abuse) two (age of complainant and presence of expert) predicted verdicts. An additional five variables (duration, severity, complainant-accused relationship, threats, and complainant gender) were also examined: of these, threats and the complainant-accused relationship reliably predicted jury verdicts. For judge-alone trials, five variables predicted verdict: length of the delay, offence severity, claims of repression, the relationship between complainant and accused, and presence of an expert. Implications of the jurors' and judges' differential sensitivity to these variables for future simulation and archival research are discussed.
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Affiliation(s)
- J Don Read
- Department of Psychology, Simon Fraser University, 8888 University Drive, Burnaby, BC, Canada, V5A 1S6.
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