event memory task (developed by Ünal & Küntay, 2008/9)
event memory task (developed by Ünal & Küntay, 2008/9)
Magic Cutting
Focus: how do memory abilities change with age
Focus: how do memory abilities change with age
Children’s ability to store info in a verbal format limits their ability to report that info verbally over a long delay period
Gets both behavioral and verbal measures
Verbal recall
Photograph identification
Behavioral reenactment
Magic Shrinking Machine Event (24 hour delay; 2- to 4-year-olds)
Magic Shrinking Machine Event (24 hour delay; 2- to 4-year-olds)
Use medal as a retrieval cue
Verbal recall measures? Average number of items reported during the free recall phase
idea of “items” is too vague. Actions?
Started after 3; oldest ones are not very coherent
At all ages, verbal recall lagged behind general verbal skill AND behavioral reenactment AND photograph identification
Translation of a nonverbal experience to a verbal one is the major difficulty
Interesting findings: children use their linguistic capacity during the time of encoding, when interviewed about events after delays of 6 months or 1 year
Do not use vocabulary that was not the part of their productive vocabulary during the time of original encoding
Any problem with S & H’s language measurement?
Lang = Vocab
Core idea: construction of AM is highly dependent on early parent-child conversations about the past
Core idea: construction of AM is highly dependent on early parent-child conversations about the past
Vygotsky: higher mental functions develop thru social interaction rather than solely as a result of general cognitive change
Through these conversations children learn the conventionalized narrative forms which eventually provide a structure for internally represented memories
elaborative vs. repetitive style
evaluations
This is not a claim saying that children are unable to remember specific episodes before they have internalized the culturally provided narrative forms for recounting the past (Bauer, Nelson, Simcock & Hayne, etc.)
This is not a claim saying that children are unable to remember specific episodes before they have internalized the culturally provided narrative forms for recounting the past (Bauer, Nelson, Simcock & Hayne, etc.)
Scripts are how very early memories are represented
Adult-guided conversations about shared events help to modify representations of personally significant events to conform more to culturally canonical narratives
But thru internalization of culturally provided narrative forms, children change the ways in which they internally represent their past experiences
Primary factor vs. Multiple influence theories
Primary factor vs. Multiple influence theories
Role of self understanding (Howe, Povinelli– delayed self recognition)
Role of understanding of mind
Role of social and linguistic factors
Role of attachment
Interaction between social, linguistic, and cognitive factors