The development of recency and frequency memory: is there a developmental shift from reliance on trace-strength to episodic recall?
Article Abstract:
Researchers investigated whether children between the ages of four and six experience a developmental shift which allows them to base their memory judgements on episodic or contextual retrieval rather than trace-strength. Researchers showed children different pictures on two successive days and asked them to remember if they had seen the pictures today or yesterday. The older children in the group showed an improved ability to make recency judgements, but the results did not support the hypothesis that the differences were due to a developmental shift towards reliance on episodic recall.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1997
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Children's memory for emotional events: the importance of emotion-related retrieval cues
Article Abstract:
Preschool children's memory for emotional experiences can be improved considerably by reminding them of the original emotional reaction. Conclusions to this effect are derived from an experiment conducted on 42 boys and 33 girls in the pre-school age group. The parents were asked to recall the emotional outbursts of their children. Based on this information the children's version of the corresponding incident was recorded. They were asked to recapitulate their experiences under four different conditions that produced the aforementioned results.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1995
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Cued-recall approach to 3-year-olds' memory for an honest mistake
Article Abstract:
Children, even at the age of three years, may possess a remarkable degree of memory power for a wrong notion that has been replaced by a correct perception of objects or events. An experiment conducted on 3-year-old kids presents results to this effect. The memory of the prejudices does not get erased completely but is merely repressed to allow the use of new and correct ideas. On receiving pointers in the form of concrete images, the children can retrieve the earlier notion from memory.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1995
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