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1.
This report describes the first prospective study specifically designed to assess children's verbal memory for a unique event 6 years after it occurred. Forty-six 27- to 51-month-old children took part in a unique event and were interviewed about it twice, after 24-hr and 6-year delays. During the 6-year interview, 9 children verbally recalled the event, including 2 who were under 3 years old when the event occurred. This may be the most convincing evidence to date that such early experiences can be verbally recalled after long delays. These data have important implications for current theories of memory development and childhood amnesia and underscore some of the problems associated with evaluating the veracity of early memories under less controlled conditions. 相似文献
2.
The Development of Gender Stereotype Components 总被引：2，自引：0，他引：2
Developmental research has been limited by a narrow concept of stereotypes. A more complex model is presented, and developmental changes in gender stereotypes were investigated using the new model. In 2 studies, children were told about several sex-unspecified children, each described as having 1 masculine or 1 feminine characteristic. The children then predicted the likelihood of each story child having other masculine and feminine characteristics. In Study 1, 56 children (4–6 years) were told about target children who liked either a masculine or feminine toy, and then children predicted the targets' interests in other toys. In Study 2, 76 older children (6, 8, 10 years) were told about target children with a masculine or feminine characteristic from 1 of 4 categories (appearance, personality, occupations, toys), and then they predicted the likelihood of targets having other masculine and feminine characteristics from the same and from different categories as the cue. 2 developmental trends emerged: ( a ) children appear first to learn associations among characteristics relevant to their own sex and, later, to learn them for the other sex, and ( b ) older children's stereotypic judgments are more extreme than those of younger children. The implications of these results for the development of stereotypes, assessing gender knowledge, and understanding social judgments are discussed. 相似文献
3.
In a study of the ability to reconstruct the times of past events, 86 children from 4 to 13 years recalled the times of 2 in-class demonstrations that had occurred 3 months earlier and judged the times of hypothetical events. Many of the abilities needed to reconstruct the times of events were present by 6 years, including the capacity to interpret many temporally relevant cues, but there were substantial changes well into middle childhood in the availability of temporally useful episodic information. Children were poor at remembering the events' proximity or order with respect to a major holiday, but the order of the 2 target events was well recalled by 6 years. 相似文献
4.
Witnesses?? event recall and the realism in their evaluation of the correctness of their recall are of great importance in forensic processes. These issues were investigated in the present study by use of calibration methodology. More specifically, we analyzed the effects of two recalls of the same event (repetition) and of probes (non-informative follow-up questions at recall) on 9?C11?year-old children??s and adults?? open free recall and the degree of realism in the participants?? confidence judgments of the correctness of the recall after they had seen a short video clip. The findings were that repetition resulted in more units recalled both for children and for adults, and in that the children showed higher overconfidence compared with one recall, but not the adults. Moreover, when only the statements in the repetition conditions that were recalled twice were included in the analysis, higher confidence was found for the children (independent of an increase in the proportion correct statements of all statements) but not for the adults. Probing increased the number of units recalled for both children and adults, decreased the children??s proportion correct statements but not the adults??, decreased both children??s and adults?? confidence and increased the children??s overconfidence, but not the adults??. Finally, the combination of two recalls and probing disrupted the children??s but not the adults?? metacognitive performance. 相似文献
5.
We report the findings of a follow-up study of 34 9-year-old children who had participated in a longitudinal study of phonological and literacy development between the ages of 4 and 6 years. In a series of concurrent and longitudinal analyses, measures of phoneme awareness proved to be better predictors of spelling than measures of rime awareness. Children's awareness of grammatical relations influenced their orthographic skills in spelling. Although we were able to demonstrate that later orthographic knowledge is influenced by earlier phonological processes, our results are also consistent with the view that awareness of grammatical rules has an important role in determining orthographic proficiency as children get older. 相似文献
6.
The effect of active exploration upon memory for spatial location of an event was assessed for children at 2 age levels. Each child took a walk through the same unfamiliar hallway in search of a hidden object which he was later asked to relocate. Half the children were accompanied by an adult holding their hand (passive condition), while the other half proceeded on their own with an adult following behind (active condition). An age x condition interaction revealed that active exploration significantly improved performance of the 3- and 4-year-old group while not affecting the performance of the 9- and 10-year-olds. The 3- and 4-year-olds in the active condition, however, were still significantly less accurate than the older children, despite their experience of self-directed exploration. The results are interpreted as supporting the hypothesis that self-directed activity serves to increase attention of preoperational children to relevant topological cues in the environment, whereas concrete operational children, due to their knowledge of projective and Euclidean space, demonstrate increased capacity to efficiently encode spatial information regardless of the mode of exploration. 相似文献
7.
Brandon Burr Ladonna Atkins Anita Glee Bertram Kaye Sears Andreae N. McGinnis 《Educational gerontology》2019,45(5):353-364
Research shows various benefits of play in terms of children’s development. However, very little investigation has explored play from a lifespan perspective, linking early play experiences to older adulthood. Although some prior research has explored play memories, very little information is available on play memories of older adults, specifically, and perceptions of the importance of play in older adults. Using a lifespan perspective, this study explored the phenomenon of play through stories and memories from interviews with 15 older adults. Major study themes highlight changes between past and present play activity. Implications for practitioners and researchers are presented. 相似文献
8.
Tess Allegra Forest Zahra Abolghasem Amy S. Finn Margaret L. Schlichting 《Child development》2023,94(5):e279-e295
Trajectories of cognitive and neural development suggest that, despite early emergence, the ability to extract environmental patterns changes across childhood. Here, 5- to 9-year-olds and adults (N = 211, 110 females, in a large Canadian city) completed a memory test assessing what they remembered after watching a stream of shape triplets: the particular sequence in which the shapes occurred and/or their group-level structure. After accounting for developmental improvements in overall memory, all ages remembered specific transitions, while memory for group membership was only observed in older children and adults (age by test-type interaction η2 = .05). Thus, while young children form memories for specifics of structured experience, memory for derived associations is refined later—underscoring that adults and young children form different memories despite identical experience. 相似文献
9.
In 3 studies we investigated 3- through 6-year-olds' knowledge of thinking and feeling by examining their understanding of how emotions can change when memories of past sad events are cued by objects in the current environment. In Study 1, 48 4-, 5-, and 6-year-olds were presented with 4 illustrated stories in which tocal characters experience minor sad events. Later, each story character encounters a visual cue that is related to one of his or her previous sad experiences. Children were told that the character felt sad and they were asked ot explain why. Study 1 suggested considerable competence as well as substantial development in the years between 4 and 6 in the understandings of the influence of mental activity on emotions. Studies 2 and 3 more systematically explored preschoolers' understanding of cognitive cuing and emotional change with difterent types of situations and cues. Across these 2 studies, 108 3-, 4-, and 5-year-olds listened to illustrated stories that featured story characters who each experienced a sad event and swho were later exposed to a related cue. Children were not only asked to explain why the characters suddenly felt sad, but in some stories, they were also asked to predict and explain how another character, who was never at the past sad event, would feel. Results of studies 2 and 3 showed an initial understanding of cognitive cuing and emotion in some children as young as 3, replicated and extended the evidence for significant developmental changes in that understanding during the preschool years, and revealed that the strenght and consistency of preschoolers' knowledge of cognitive cuing and emotion was affected by whether cues were the sme, or only similar to, parts of the earlier events. 相似文献
10.
Thirty-seven mothers and fathers were observed in their homes interacting with their 2- and 4-year-old-children at Time 1 and 2 years later. Parental mental state talk to children varied as a function of children's age, the context in which talk occurred, and the gender of the parent. Four-year-old children, with an older sibling, produced and heard more cognitive talk and less desire talk than children without an older sibling. Cognitive and feeling talk by family members at Time 1 predicted change in younger children's cognitive and feeling talk (respectively) 2 years later, after controlling for initial levels of younger children's talk and general language ability. Findings are discussed in the context of theory of mind understanding and family talk about the mind. 相似文献
11.
Locomotion alters the spatial structure of an observer's perspective, that is, the network of observer to environment distances and directions. The purpose of the present 6 experiments was to investigate the sensitivity of 12-48-month-olds to changes in perspective that are occluded from view by walls and by darkness. To assess sensitivity, children were shown a target object in one room, walked into an adjacent room and asked to point in the straight-line direction at the target. In Experiment 1, 42 12-48-month-olds were tested and results indicated that children older than 36 months responded by pointing straight at the occluded target, whereas younger children tended to point in the direction of their route away from the target. In Experiments 2-4, 24- and 48-month-olds were tested and results demonstrated that 48-month-olds were sensitive to the proprioceptive and to the visual-environmental cues for the changes in perspective structure. The 24-month-olds, however, responded by pointing straight toward the target when visual-environmental cues were absent, whereas they pointed in the direction of their route when they were present. In Experiments 5 and 6 additional 24-month-olds were tested to assess the effects of short-term training and of a continuous view of the target on responding in the presence of visual-environmental cues. The results indicated relatively early sensitivity to proprioceptive cues for changes in perspective and somewhat later sensitivity to appropriate visual-environmental cues under these conditions. 相似文献
12.
Children employ multiple cues to identify the referent of a novel word. Novel words are often embedded in sentences and children have been shown to use syntactic cues to differentiate between types of words (adjective vs. nouns) and between types of nouns (count vs. mass nouns). In this study, we show that children learning Malay (N = 67), a numeral classifier language, can use syntactic cues to perform even finer-grained disambiguation–between count nouns. The manipulation of congruence between lexical and syntactic cues reveals a clear developmental trajectory: while 5-year-olds use predominantly lexical cues, older children increasingly rely on syntactic cues, such that by 7 years of age, they disambiguate between objects referred to with count nouns using syntactic rather than lexical cues. 相似文献
13.
14.
Ranbir Singh Malik 《Asia Pacific Journal of Education》2015,35(1):27-39
Evidence from Australia lends support to the “Asian high achieving syndrome” in Chinese-Australian students and “self-deprivation syndrome” in Anglo-Australian students. Applying ethnographic case studies approach for doctoral thesis the author collected data on a longitudinal basis from homes and school of these students. All of these students attended the same school located in a predominantly middle class suburb of Perth Metropolitan area in Western Australia. Chinese-Australian families had settled in Perth from Malaysia, Singapore and Hong Kong, whereas Anglo-Australian families had been residing in Perth for three generations. Impetus to revisit these students (now young adults with their own families) 10 years later came from an urge to test the validity of the prediction the author had made in the concluding chapter of his doctoral thesis. The author had claimed that “if Anglo-Australian parents keep on dwelling in the era of 1950s and 1960s and do not change their laid-back attitude about education, their children could eventually be under-privileged in their own country”. Ten years later, the author undertook a follow-up study on these young adults from six of the eight original families in order to find out their occupational destinations and future aspirations. Data for the follow-up study were collected from these young adults and their parents. These research cases were interviewed twice, each time approximately for two hours and their parents were interviewed once for two to three hours. The purpose of this paper is to report the findings of the follow-up study which reveals a remarkable relationship between the attitude towards schooling and academic performance with their subsequent occupational destination. 相似文献
15.
When Pavlovian stimuli activate representations of food, do these representations resemble memories of food consumed in the recent past or expectancies of food that is imminent? In Experiments 1A and 1B, this question was addressed by training pigeons on a symbolic matching-to-sample task involving different grains as memory cues or as expectancy cues for correct choices. Autoshaping trials involving these same grains were interspersed among matching-to-sample trials, as were test trials involving the substitution of autoshaping stimuli for cues in the matching-to-sample task. Control over choices transferred to autoshaping stimuli in both experiments, suggesting that associatively activated representations of food resemble both memories and expectancies. In Experiment 2, pigeons were trained on a symbolic matching-to-sample task in which food and no-food memory cues (i.e., the samples) were juxtaposed with no-food and food expectancy cues. Subsequently, autoshaping stimuli, which activated representations of food and no food, were substituted for the samples. Choices by the pigeons indicated that associatively activated representations of food-related events resemble expectancies more closely than they do memories. 相似文献
16.
Objective
This study examined the effect of event repetition on the amount and nature of story-grammar produced by children when recalling the event.Method
Children aged 4 years (N = 50) and 7 years (N = 56) participated in either 1 or 6 occurrences of a highly similar event where details varied across the occurrences. Half the children in each age and event group recalled the last/single occurrence 5-6 days later and the other half recalled the last/single occurrence after 5-6 weeks (the final and single occurrence was the same). Children's free recall responses were classified according to the number and proportion of story-grammar elements (Stein &; Glenn, 1979—setting, initiating event, internal response, plan, attempt, direct consequence, and resolution) as well as the prevalence of causal links between the individual story-grammar elements.Results
More story-grammar detail and more links between individual story-grammar elements were reported about the final compared to single occurrence. The amount of story-grammar increased with age and decreased over time. Further, an interaction was revealed such that the effect of retention interval on the production of story-grammar was negligible for older children who experienced the repeated event.Conclusions
Event repetition has a beneficial effect on the production of children's story-grammar content in situations where event details varied from occasion to occasion. This study highlights the importance of eliciting free recall when conducting evidential interviews with child witnesses about repeated events. 相似文献17.
The development of children's strategies for selective attention: evidence for a transitional period 总被引：5，自引：0，他引：5
Previous research suggests a developmental lag between producing a strategy of selective attention and benefiting from it. This aspect of the transitional period during strategy acquisition was investigated in the present study by comparing recall following child-produced (Session 1) and experimenter-produced (Session 2) strategies. The 114 7-9-year-olds were told to remember a subset of 6 items (either animals or household) located beneath 2 rows of doors. Session 1 assessed each child's spontaneous strategy (pattern of opening doors) over 6 trials. Session 2 included 7 different trial types, during which the experimenter opened the doors, thereby equating the strategies for children of all ages. The results revealed gradual changes in children's ability both to produce and to benefit from a selective strategy. Whereas younger children performed differently on trial types during which only the 6 relevant versus all 12 items were shown, older children recalled a similar number of items for all trial types, regardless of the number or pattern of door openings provided. Adult-produced selectivity eliminated recall differences among the grades and suggested that strategy production is effortful for younger children and therefore may prevent their benefiting from the strategy. 相似文献
18.
The language development of 16 firstborn and 16 secondborn children of English-speaking families was compared at the age of 21 months in order to investigate whether secondborn children benefit from overheard conversations between caregivers and older siblings in learning personal pronouns. The child's spontaneous language data as well as controlled tasks were used to measure production of first- and second-person pronouns. The mean length of utterance, total number of intelligible utterances, total vocabulary (types), and total number of words (tokens) were calculated as measures of general language development. A follow-up study was conducted 3 months later to examine the subsequent language development of 10 firstborn and 10 secondborn children using the same procedures and measures as used at 21 months. The results indicated that secondborn children were more advanced than firstborn children at both ages in pronoun production, while not differing in general language development. It is argued that overheard conversations between caregivers and older siblings in addition to child-directed speech are important resources for secondborn children learning personal pronouns. 相似文献
19.
OBJECTIVE: This study examined a significant issue for chronic sexual abuse investigations: Children's eyewitness testimony about repeated events. The few previous studies focused on preschoolers and none used the present methodology of presenting repeated events differing slightly in their details, as would happen in chronic abuse. METHOD: One group of 6- to 7-year-olds played individually with an experimenter on one occasion; the other group experienced three such events, with some details remaining the same and others changing. In a phased interview, children were questioned about the initial event. RESULTS: For details which stayed the same, the children who experienced three events had more accurate memories. They had poorer memories than the single-event group for details which were changed in the later events; however, this was due to interference errors, with errors of omission and commission being lower than in the single-event group. Children conveyed clearly that inappropriate touching did not occur. CONCLUSIONS: Children who experience repeated events have increased recall for repeated details but confuse the timing of details which change across events. The findings support previous suggestions that (a) it is unrealistic to expect children to be able to report repeated events without some confusion about timing of details and (b) children are resistant to misleading questions about abuse. 相似文献
20.
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. 相似文献