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1.
The present research investigated the link between perceived event memorability and false-event rejection. In 2 studies, event salience, plausibility, and recency were manipulated. Study 1 showed that high-salience events elicited higher memorability ratings than low-salience events for 5-, 7-, 9-year-olds and adults. Plausibility and recency affected only 9-year-olds' and adults' judgments. Study 2 demonstrated that younger versus older children and adults were less likely to reject false events, and that older children and adults were more likely to reject false events based on salience than were younger children. High-recency false events were more likely to be rejected than low-recency false events. Consistent with prediction, recency moderated the effect of salience. The development of metamemorial awareness and rejection strategies is discussed. 相似文献
2.
Research on memory for time has been limited by the difficulty of disentangling several of the fundamentally different processes that contribute to a chronological sense of the past. This study used a developmental approach to isolate one of these processes, impressions of distances in the past. Large samples of children between 3 and 12 years were asked to judge which was longer ago, their birthday or Christmas (and, in one study, Halloween and Thanksgiving). Even children under 6 years of age were able to discriminate the recency of their birthday and Christmas with great accuracy when the events were widely separated and one was within the past several months. The ability to discriminate recency on these scales appears to be a basic property of human memory that changes little with development. Other information about the locations of the events and their relative times of occurrence could only be interpreted correctly by children older than 9 years. 相似文献
3.
Friedman WJ 《Child development》2000,71(4):913-932
Four studies with 261 children were conducted to describe 4- through 10-year-olds' ability to differentiate the future distances of events. Distances ranged from later the same day through nearly a year in the future. Judgment methods included pointing to parts of a spatial scale representing future distances and answering open-ended questions. Although 4-year-olds failed to differentiate future distances, 5-year-olds were able to distinguish events that would occur in the coming weeks and months from those that would not occur for many months. However, like young children in earlier studies of memory for time, they confused the near future with the recent past. Children 6 through 8 years of age made more differentiated judgments but collapsed the distances of events more than a few months in the future. By 8 to 10 years of age, children accurately judged distances by using mental representations of the times of events in the annual cycle. 相似文献
4.
The development of children's knowledge of temporal structure 总被引：1，自引：0，他引：1
W J Friedman 《Child development》1986,57(6):1386-1400
Adults have a rich understanding of a number of time systems, but little is known about how this knowledge develops. 3 experiments were conducted to test a model in which the first representations of the days of the week and months of the year have verbal-list properties, and these are later supplemented by image representations. In Experiments 1 and 2, fourth or fifth graders could judge forward relative order for these contents, but not until adolescence could backward order judgments be made accurately. In Experiment 3, fourth graders used a serial process to solve a categorical distance judgment task, whereas older groups shifted to a process with more rapid access to information about the position of remote items. The results are interpreted as supporting the 2-stage model and appear inconsistent with a number of alternative models. 相似文献
5.
Friedman WJ 《Child development》2007,78(5):1472-1491
In two studies of knowledge about the properties and processes of memory for the times of past events, 178 children from 5 through 13 years of age and 40 adults answered questions about how they would remember times on different scales, how temporal memory is affected by retention interval, and the usefulness of different methods. The adults showed quite accurate knowledge about the main properties of memory for time and the processes that underlie it. Different properties and processes were first understood at ages ranging from 8 years to 12 years or later. Knowledge of the roles of reconstruction and impressions of temporal distances appear well after children use them to remember the times of events. 相似文献
6.
Louis M. Herman 《Learning & behavior》1975,3(1):43-48
Interference in auditory short-term memory in the bottlenosed dolphin,Tursiops truncatus (Montagu), was studied using a delayed matching-to-sample task. At each trial, one of two sample sounds, chosen randomly, was projected underwater for 4 sec and then, after a variable delay interval, both sounds were presented. A response to the sound matching the initial sample was reinforced. Correct matching was significantly reduced following short intervals between trials in combination with long delays after the sample (proactive interference), or when a near continuous irrelevant sound was inserted into the delay interval (retroactive interference). There was rapid habituation to interference if the irrelevant sound was short in duration relative to the delay interval. For both proactive and retroactive interference, the errors were predominantly responses to the sample sound appropriate to the prior trial rather than to the current trial, indicating that memory for the relative recency of events (temporal memory) was degraded by interference. When interference was deleted or minimized, temporal memory remained nearly perfect over 30-sec delay intervals, the longest tested. The importance of distinguishing between temporal memory and nontemporal, or event, memory in different forms of the delayed matching task was emphasized. 相似文献
7.
Knowledge, Concepts, and Inferences in Childhood 总被引：1，自引：0，他引：1
The role of knowledge in children's inferences was investigated in 3 experiments. Experiment 1 examined developmental changes in the role of categorical membership, perceptual appearance, and item complexity in inferences for natural kind and artifact concepts. Preschoolers (5-year-olds), second graders (8-year-olds), and fourth graders (10-year-olds) were taught novel properties about target concepts and asked whether each of 4 probes had those properties. Probes varied in category membership and perceptual appearance relative to the target item. Item complexity also varied. Experiments 2 and 3 examined inferences with known and unknown concepts for familiar and unfamiliar properties. Older children's knowledge led to differential weighting of categorical information over appearance but only for known concepts and/or familiar properties. Preschoolers made no distinction between category and appearance for either known or unknown concepts. Additionally, as target item complexity increased, older children made more inferences than preschoolers. No differences between inferences about natural kind and artifact concepts were found. The role of theories and knowledge in children's drawing of inferences is discussed. 相似文献
8.
Timothy N. Odegard Crystal M. Cooper James M. Lampinen Valerie F. Reyna Charles J. Brainerd 《Child development》2009,80(6):1877-1890
The present research examined the influence of prior knowledge on children’s free recall, cued recall, recognition memory, and source memory judgments for a series of similar real‐life events. Forty children (5–12 years old) attended 4 thematic birthday parties and were later interviewed about the events that transpired during the parties using the National Institute of Child Health and Human Development protocol. Of the events, half were generic in that they could have occurred at any birthday party, and half were specific to the theme of the party. Older children demonstrated more evidence of using gist‐based information to guide their memory performance than did younger children. However, younger children were able to use global gist to inform their source memory judgments, qualifying past word‐learning research. 相似文献
9.
Do developmental differences exist in children's organization of event memories? We explored this question by examining children's recall of standard features of a repeated event versus features that deviated from that event. 4- and 7-year-old children experienced an initially unfamiliar laboratory event (standard event) 1 or 3 times. Following the last visit, deviations from the standard event were introduced (deviation event). Children's recall was assessed 1 week later under free recall and contextual recall conditions. Younger children had more difficulty than older children distinguishing between the standard and deviation visits. That is, 4-year-olds were more confused regarding which event features occurred in the different event visits. 7-year-olds, in contrast, did a better job of correctly remembering the features of the standard and deviation visits. Implications for developmental changes in the organization of general and specific event memory are discussed. 相似文献
10.
It was hypothesized that age differences in use of intent information in children's moral judgments might be due to a recency effect in the judgments of younger children. A study was conducted to examine the effect of order of stimulus presentation on children's moral judgments. The information was presented to children, ages 4-5 and 8-9 years old, through stories with either normal information order, intent-consequence, or reversed order, consequence-intent. It was found that order has a significant impact on children's moral judgments. In addition, memory data were gathered which indicated that the pattern of forgetting was parallel to the pattern of information preference for the younger subjects. The findings suggested that younger subjects' relative neglect of intent in the normal order of information was based, in part, on their failure to remember the material correctly rather than on differential weighting of the 2 cues. 相似文献
11.
Developing Theories of Mind: Understanding Concepts and Relations between Mental Activities 总被引：1，自引：0，他引：1
Paula J. Schwanenflugel William V. Fabricius Joyce Alexander 《Child development》1994,65(6):1546-1563
The purpose of the study was to expand our knowledge of older children's understanding of the unique features and potential relations existing among mental activities. 8- and 10-year-olds as well as adults were asked to rate the similarity of pairs of mental activity scenarios in terms of how their mind would be used for each one. The scenarios involved primarily Prospective Memory, List Memory, Recognition Memory, Comprehension, Inference, Planning, Comparison, or Selective Attention. There was a developing tendency to organize mental activities on the degree to which memory was a component of the activity. Several distinctions were also more likely to be made with age: the distinction between recall and recognition, the distinction between the roles of internal and external cues in mediating cognitive activity, and the distinction among the various roles of attentional processes in regulating input from the sensory world. Together, these findings suggest that a constructivist theory of mind develops in later childhood. 相似文献
12.
Bauer PJ Wenner JA Dropik PL Wewerka SS 《Monographs of the Society for Research in Child Development》2000,65(4):i-vi, 1-204
The ability to recall is something that most intact adults take for granted. For much of the last century, this feature of mental life was not considered to extend to very young children. There now is evidence that 1- to 2-year-olds are able to recall specific events after delays of several months. Over the short term, 1- to 2-year-olds' recall is affected by the same factors that affect older children's recall; it is not clear whether similar effects are apparent over the long term. Moreover, although age-related increases in long-term recall are assumed, there have been few empirical tests of the question. We examined recall by 14- to 32-month-olds for events experienced at 13 to 20 months. Using elicited imitation of novel multistep event sequences we examined effects of (a) delay length, (b) age at the time of experience, (c) temporal structure of events, (d) mode of experience of events, and (e) availability of verbal reminders, on long-term recall. Participants were 360 children enrolled at 13 (n = 90), 16 (n = 180), and 20 (n = 90) months. All of the 13-month-olds and half of the 16-month-olds were tested on 3-step event sequences; all of the 20-month-olds and half of the 16-month-olds were tested on 4-step event sequences. Within each age and step-length group, equal numbers of children were tested after intervals of 1, 3, 6, 9, and 12 months (n = 18 per cell). Children were tested on a variety of sequence types. For half of the events, imitation was permitted prior to the delay; for the other half, children were not permitted imitation. At delayed testing, children experienced a recall period during which they were cued by the event-related props alone, followed by a period in which recall was cued both by the event-related props and by verbal labels for the event sequences. Within step-length groups, the length of time for which older and younger children showed evidence of memory did not differ. Nevertheless, when the children were prompted by the event-related props alone, there were age-related differences in the robustness of children's memories (as indexed by higher levels of recall for older children relative to younger children). When the children were prompted by the props and by verbal labels for the event sequences, at the longer retention intervals, there were age-related differences in the robustness of children's memories and in the reliability with which recall was evidenced (as indexed by the larger numbers of older children evincing recall). Age-related effects were particularly apparent on children's ordered recall. Across the entire age range, the children were similarly affected by the variables of sequence type, opportunity for imitation, and verbal reminding. 相似文献
13.
This study investigated how children handle time information when deducing durations of events. In an elaboration of the commonly used choice paradigm to study children's time concepts, pairs of durations were presented in a 4 beginning lags X 4 ending lags design in 2 different problem series. Children's task was to equalize the durations of the 2 events by restarting 1 event for a certain time. The normative rule, quantification of duration differences in beginnings and endings and their integration by addition or subtraction, began to predominate at the age of 10 years and was the only rule employed by 13-year-olds. In contrast, almost all 7-year-olds simplified the task to an ordinal level. 4 different nonalgebraic rules were identified, each placing more importance on endings than on beginnings. Neither young children's tendency to simplify nor older children's capacity to quantify could be detected in previous studies, because they investigated time concepts on an ordinal level only. In light of the present findings, previous notions on the development of time concepts in children have to be reevaluated. 相似文献
14.
The peer relations of mildly delayed and nonhandicapped preschool children in mainstreamed playgroups 总被引：4，自引：0，他引：4
Previously unacquainted groups of normally developing and mildly developmentally delayed preschool-age boys (N = 64) were brought together to form a series of 8 mainstreamed playgroups. Each playgroup consisted of 3 normally developing 3-year-olds, 3 normally developing 4-year-olds, and 2 mildly developmentally delayed 4-year-olds. The delayed children were matched with the normally developing older group for chronological age and with the normally developing younger group for developmental level. Each playgroup operated 5 days per week for 2 hours per day for a 4-week period. During that time, the peer-related social and play interactions of each child were videotaped, and peer sociometric ratings were obtained at the completion of each playgroup. Analyses of social participation and individual social behavior measures revealed that the analogue playgroup setting was appropriate for evaluating peer interactions, as expected developmental patterns emerged despite the presence of children heterogeneous with respect to chronological age and developmental status. The existence of a deficit in peer-related social interactions for mildly delayed children was supported in this investigation--a deficit that could not be attributed to reputational factors, the unavailability of responsive peers, inadequate matching procedures, unusual sample characteristics, or similar factors. Selected observational measures, peer preference patterns during free play, and peer sociometric ratings also indicated that the delayed children were perceived to be less competent and of lower social status. However, despite their relative isolation, important developmental opportunities were available for mildly delayed children in the mainstreamed playgroups. Possible processes responsible for these outcomes were discussed. 相似文献
15.
16.
Children's Memory of an Occurrence of a Repeated Event: Effects of Age, Repetition, and Retention Interval across Three Question Types 总被引：2，自引：0，他引：2
Children's memory of the final occurrence of a repeated event was examined whereby each occurrence had the same underlying structure but included unpredictable variations in the specific instantiations of items across the series. The event was administered by the children's teachers at the kindergarten or school. The effects of repetition (single vs. repeated event), age (4–5 vs. 6–8-year-olds), retention interval (1 week vs. 6 weeks), and the frequency of specific instantiations of items were examined across 3 question types. Repetition increased the number of items recalled on a level that was common to all occurrences in response to general probes and reduced the likelihood that children would report details that did not occur in the event. However, repetition also reduced the number of correct responses about which instantiation was included in the occurrence and decreased the consistency of responses across repeated questioning. Most errors were intrusions of details from other occurrences; usually references to instantiations of items that had occurred frequently throughout the series. The younger children showed a poorer ability to discriminate between the occurrences than the older children, but age differences were less evident at the longer retention interval. The results are discussed in relation to current theories of memory and children's eyewitness testimony. 相似文献
17.
《The Journal of educational research》2012,105(2):116-127
Abstract Two studies based in the autobiographical memory paradigm were conducted to extend knowledge of recollections about school. In Study 1, undergraduates wrote 1 pleasant memory and 1 unpleasant memory about each of 4 grade levels. Memories from some categories decreased across grades, whereas others increased. More than twice as many memories were social as opposed to academic. Gender effects, causal agents, and event salience were reported. In Study 2, undergraduates wrote 8 recollections, unconstrained by grade or affect. There was a recency effect, and memories most frequently concerned misfortunes, sports, misbehavior, honors, and boy-girl relationships. Only 13% of the reported memories were academic. Future investigation might probe reasons for the dominance of unpleasant memories from the early grades as well as the paucity of academic memories of schooling. 相似文献
18.
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
19.
Are children’s judgments about what can happen in dreams and stories constrained by their beliefs about reality? This question was explored across three experiments, in which four hundred and sixty-nine 4- to 7-year-olds judged whether improbable and impossible events could occur in a dream, a story, or reality. In Experiment 1, children judged events more possible in dreams than in reality. In Experiment 2, children also judged events more possible in dreams than in stories. Both experiments also suggested that children’s beliefs about reality constrain their judgments about dreams and stories. Finally, in Experiment 3 children were asked about impossible events more typical of dreams and stories. In contrast with the other experiments, children now affirmed the events could happen in these worlds. 相似文献
20.
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