Event memory task (developed by Ünal & Küntay, 2008/9)

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