Episodic memory and autonoetic consciousness: developmental evidence and a theory of childhood amnesia

Article Abstract:

The capacity to remember events as experienced develops between the ages of 3 and 6, a finding which accounts for adults' inability to recollect childhood events prior to that age. Children are unable to encode experienced events before the age of 4 or 5 years because they fail to adequately comprehend experience and the origin in perception of their own knowledge as evidenced by developmental findings. A significant correlation was found between passing see-know tests and free recall, one that continues even after the partialing out of cued recall and verbal intelligence.

Memory in children, Children's memory, Amnesia

---

Children's performance on a false-belief task is impaired by activation of an evolutionarily-canalized response system

Article Abstract:

The influence of predator-avoidance, an early developing prepotent motivational system, on false-belief tasks in children aged 3 and 4 years was examined. The experiments included predator/playmate avoidance and prey/playmate-seeking tasks and the evidence indicated that young children would perform worse on false-belief tasks that involved predator-avoidance than on tasks that involved playmate-avoidance.

Science & research

---

Does eye gaze indicate implicit knowledge of false belief? Charting transitions in knowledge

Article Abstract:

This article tests the knowledge level of three year olds through the examination of their eye gaze. The authors maintain when a child gives an incorrect answer, but gazes in the correct direction, it demonstrates the presence of unconscious knowledge.

Testing, Children, Epistemology, Knowledge, Theory of, in children

Similar abstracts:

• Abstracts: Reading problems and antisocial behaviour: developmental trends in comorbidity. Maternal depressive symptoms and ratings of emotional disorder symptoms in children and adolescents
• Abstracts: The nonword reading deficit in developmental dyslexia: evidence from children learning to read German. Pseudoname learning by German-speaking children with dyslexia: Evidence for a phonological learning deficit
• Abstracts: Why people vote: experimental evidence. On the dynamics of social ties structures in groups
• Abstracts: Varieties of developmental reading disorder: genetic and environmental influences. Individual differences in gains from computer-assisted remedial reading
• Abstracts: Pseudohomophone effects and phonological recoding procedures in reading development in English and German

This website is not affiliated with document authors or copyright owners. This page is provided for informational purposes only. Unintentional errors are possible.