Structure and coherence of preschoolers' personal narratives over time: implications for childhood amnesia

Article Abstract:

The loss of memory in children of their early childhood experiences may occur as the individuals grow older and adopts a more narrative-based means of perceiving and remembering events. This is amply demonstrated by an experiment conducted on preschool children as they reach the ages off 40, 46, 58 and 70 months. Though the children display consistency in recalling the same event, as they grow older their account of the experiences become lengthy and complicated. As they acquire the narrative skills, they lose the vague, non-narrative memories of early childhood.

Amnesia

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Interviewing preschoolers: effects of nonsuggestive techniques, parental coaching, and leading questions on reports of nonexperienced events

Article Abstract:

Children may give exaggerated or misleading accounts of a particular event under the influence of parental guidance and manipulated interviewing techniques. Two interview sessions with preschool children are held to substantiate this view. In the first interview, the children gave reliable reports. The second session is conducted after a gap of three months during which the children are given additional information by their parents. Thereafter when the children are questioned about the previous interview they come up with erroneous reports.

Interview, Parent and child, Parent-child relations, Recovered memory (Psychology), Recovered memory

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The effects of computer games and lesson contexts on children's mnemonic strategies

Article Abstract:

Instructional computer games improve learning strategies in children by maintaining their interest and motivation. Assessment of memory-enhancing techniques in children playing computer games shows that game contexts stimulate greater observed rehearsal than formal lesson conditions. However, there is no change in covert rehearsal. Rehearsers recall better than nonrehearsers, although recall for the lessons is better. Multiple goals and distracting components make game conditions difficult.

Usage, Computer-assisted instruction, Computer assisted instruction, Computer games

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