Mother-Child Conversation Styles and Children's Laboratory Memory for Narrative and Nonnarrative Materials

The study reported here was designed to examine influences of mothers' early conversational styles on children's episodic memory for events experienced outside of the mother-child relationship. Fifty-three 3-, 4-, 5-, and 6-year-old children participated in picture-book interaction tasks with their mothers and with an unfamiliar investigator. Conversational messages were coded for their narrative and paradigmatic content. The children were also administered cued- and free-recall laboratory tasks for object names, object locations, animal facts, and story narratives. Reliable correlations were found between mothers' and children's levels of narrative talk in the mother-child picture-book task and between children's levels of narrative talk with mother and with an unfamiliar investigator. Recall analyses showed that the younger children's levels of narrative talk during picture-book tasks with mothers were positively related to the children's laboratory recall for story materials, unrelated to laboratory recall of object names and animal facts, and negatively related to laboratory recall for the spatial locations of objects. Connections between conversation styles and recall proficiency were less apparent and not reliable for the 5- and 6-year-old children in the sample. Differences between these age effects and those found in research on children's autobiographical memory are discussed.     

Contrasting Memory for Temporal-Source and Memory for Content in Children's Discrimination of Repeated Events

The current studies examined the separate roles that memory of temporal-source and memory of content play in children's discrimination of occurrences of a repeated event. The studies were also designed to determine the impact of age and retention interval on each of these components. In Experiment One, 4- to 5- versus 6- to 8-year-old children experienced six occurrences of a repeated event; each occurrence had the same underlying structure; however, a different version or instantiation of each item was included in each occurrence of the event. At either 1 or 6 week delay, the children were asked to recall which instantiation of the item was included in the final occurrence. In Experiment Two, children were required to recall as many instantiations as they could, prior to making a decision about which instantiation was included in the final occurrence. The results indicated that: (a) children's capacity to correctly identify the final instantiation declined over time and increased with age; (b) children's capacity to provide an instantiation that was temporally close to the final occurrence declined over time and increased with age; and (c) children's ability to remember the source of an instantiation decreased over time irrespective of any loss of memory for content. The results were discussed in relation to current theories of memory and children's eyewitness memory. © 1997 John Wiley & Sons, Ltd.     

Continuity and discontinuity in memory for threat

Using a paradigm that allows a quasi-continuous tracking of memory performance over time, two experiments were designed to test the hypotheses that (a) persons with a cognitively avoidant style of coping with threat manifest a dissociation between (intact) short-term and (reduced) long-term retrieval of aversive information and (b) persons with a vigilant coping style recall aversive information particularly well after long retention intervals, provided they are free to think about aversive events. Study 1 (N?=?75) showed that avoiders manifest a poor memory for aversive pictures after long retention intervals only. Study 2 (N?=?95) replicated this finding. In addition, manipulation of the cognitive load during the retention interval influenced vigilants’ recall of aversive information in the predicted way. Results indicate that processes occurring during the retention interval are essential for individual difference in memory for aversive information and require similar attention as encoding, appraisal, and retrieval processes.     

What-where-when memory in pigeons

The authors report a novel approach to testing episodic-like memory for single events. Pigeons were trained in separate sessions to match the identity of a sample on a touch screen, to match its location, and to report on the length of the retention interval. When these 3 tasks were mixed randomly within sessions, birds were more than 80% correct on each task. However, performance on 2 different tests in succession after each sample was not consistent with an integrated memory for sample location, time, and identity. Experiment 2 tested binding of location and identity memories in 2 different ways. The results were again consistent with independent feature memories. Implications for tests of episodic-like memory are discussed.     

Semantic integration in children's reconstruction of narrative sequences

Preschool to fourth grade subjects were required to reconstruct a previously seen logical sequence by selecting old items from a set containing actually seen events and two types of new items, those consistent or inconsistent with the ordered sequence of the story. Older children were more efficient at adopting a consistent choice strategy, at rejecting inconsistent items and at retaining the end-anchor items of the story. When performance on the old anchor items was excluded, however, all grades had difficulty distinguishing the new-consistent items from the actually experienced old items. It is suggested that memory for logical narrative sequences involves the retention of the gist or theme in an integrated unified representation of the meaning rather than a series of discrete events. Further, the underlying processes of integration and inference are stable across ages.     

Narrative organisation at encoding facilitated children's long-term episodic memory

This study examined the effect of narrative organisation at encoding on long-term episodic memory in a sample of five- to seven-year-old children (N = 113). At an initial interview, children were asked to narrate a story from a picture book. Six months later, they were interviewed again and asked to recall the story and answer a series of direct questions about the story. Children who initially encoded more information in narrative and produced more complete, complex, cohesive and coherent narratives remembered the story in greater detail and accuracy following the six-month interval, independent of age and verbal skills. The relation between narrative organisation and memory was consistent across culture and gender. These findings provide new insight into the critical role of narrative in episodic memory.     

An fMRI study of long-term everyday memory using SenseCam

We used a novel automatic camera, SenseCam, to investigate recognition memory for real-life events at a 5-month retention interval. Using fMRI we assessed recollection and familiarity memory using the remember/know procedure. Recollection evoked no medial temporal lobe (MTL) activation compared to familiarity and new responses. Instead, recollection activated diverse regions in neocortex including medial prefrontal cortex. We observed decreased activation in anterior hippocampus/ anterior parahippocampal gyrus (aPHG) at 5 months compared to a 36-hour retention interval. Familiarity was associated with greater activation in aPHG and posterior parahippocampal gyrus (pPHG) than recollection and new responses. Familiarity activation decreased over time in anterior hippocampus/aPHG and posterior hippocampus/pPHG. The engagement of neocortical regions such as medial prefrontal cortex at a 5-month delay, together with the reduced MTL activation at 5 months relative to at 36 hours is in line with the assumptions of Consolidation theory. SenseCam provides a valuable technique for assessing the processes that underlie remote everyday recognition memory.     

Children's memory of recurring events: is the first event always the best remembered?

Three experiments were conducted to examine the effect of age (4–5 and 6–8 years) and retention interval on children's ability to remember separate occurrences of a repeated event that varied in terms of content (items, dialog, etc.) Experiment 1 explored children's ability to recall the first versus last occurrence of a series of six events, at either one week or six weeks delay. Experiments 2 and 3 explored children's ability to identify the position of items in terms of their order of presentation within the series across two retention intervals. Overall, the results revealed clear age differences in children's performance. In general, the 6‐ to 8‐year‐old children performed better on all tasks than the 4‐ to 5‐year‐old children. Further, the older children showed relatively good memory of the first and last items compared to the middle items, although the last items were more likely to be forgotten or misplaced in the sequencing tasks over time than the first items. For the younger children, the patterns of results were sometimes but not always consistent with that of the older children. The relevance and generalisability of these findings to the legal setting are discussed as well as directions for future research. Copyright © 2002 John Wiley & Sons, Ltd.     

Intention to respond in a special way offers some protection against forgetting associations

In a continuous memory-updating paradigm, subjects studied name-color associations and were tested later for the color associate given the name. The default color response was made in one location, but on predesignated trials the response was required to be made in a special location. Memory for the color associated with a given name was assessed after short and long retention intervals when both default and special responses were required. Separate measures were examined of memory for the intention to respond in a particular way (default or special) and of memory for the color associations paired with the names. Memory for color associates was better overall with short than with long retention intervals and was better when special (rather than default) responses were required, especially at the long retention interval. These results imply that the requirement to respond in a special way protects associations from loss due to forgetting.     

Deficits in verbal long-term memory and learning in children with poor phonological short-term memory skills

Possible links between phonological short-term memory and both longer term memory and learning in 8-year-old children were investigated in this study. Performance on a range of tests of long-term memory and learning was compared for a group of 16 children with poor phonological short-term memory skills and a comparison group of children of the same age with matched nonverbal reasoning abilities but memory scores in the average range. The low-phonological-memory group were impaired on longer term memory and learning tasks that taxed memory for arbitrary verbal material such as names and nonwords. However, the two groups performed at comparable levels on tasks requiring the retention of visuo-spatial information and of meaningful material and at carrying out prospective memory tasks in which the children were asked to carry out actions at a future point in time. The results are consistent with the view that poor short-term memory function impairs the longer term retention and ease of learning of novel verbal material.     

Deficits in verbal long-term memory and learning in children with poor phonological short-term memory skills

Possible links between phonological short-term memory and both longer term memory and learning in 8-year-old children were investigated in this study. Performance on a range of tests of long-term memory and learning was compared for a group of 16 children with poor phonological short-term memory skills and a comparison group of children of the same age with matched nonverbal reasoning abilities but memory scores in the average range. The low-phonological-memory group were impaired on longer term memory and learning tasks that taxed memory for arbitrary verbal material such as names and nonwords. However, the two groups performed at comparable levels on tasks requiring the retention of visuo-spatial information and of meaningful material and at carrying out prospective memory tasks in which the children were asked to carry out actions at a future point in time. The results are consistent with the view that poor short-term memory function impairs the longer term retention and ease of learning of novel verbal material.     

The storage of physical and name properties in short-term visual memory

Two experiments investigated the hypothesis that short-term visual memory is based primarily on physical features of the visual input. Subjects were required to recall visually presented figures or the names of those figures presented either visually or aurally at a number of different retention intervals. Subjects shadowed words during the retention interval presented aurally in Experiment I and visually in Experiment II. In both experiments, figures were recalled better than names and no differences in recall of names were found due to presentation modality. Recall of both names conditions showed a steady decline across retention intervals whereas recall of figures remained at a relatively high level. These findings were interpreted as providing further support for the existence of short-term visual memory not subject to auditory recoding and based primarily on physical features of the input. It was suggested that such visual memory is limited in capacity so that input exceeding this capacity is recoded into an auditory-verbal-linguistic form.     

A 3.5 year diary study: Remembering and life story importance are predicted by different event characteristics

Forty-five participants described and rated two events each week during their first term at university. After 3.5 years, we examined whether event characteristics rated in the diary predicted remembering, reliving, and life story importance at the follow-up. In addition, we examined whether ratings of life story importance were consistent across a three year interval. Approximately 60% of events were remembered, but only 20% of these were considered above medium importance to life stories. Higher unusualness, rehearsal, and planning predicted whether an event was remembered 3.5 years later. Higher goal-relevance, importance, emotional intensity, and planning predicted life story importance 3.5 years later. There was a moderate correlation between life story importance rated three months after the diary and rated at the 3.5 year follow-up. The results suggest that autobiographical memory and life stories are governed by different mechanisms and that life story memories are characterized by some degree of stability.     

Adult age differences in binding actors and actions in memory for events

Three experiments provide evidence for an age-related deficit in the binding of actors with their actions. Young and older adults were tested on their memory for a series of events, each involving an actor performing a simple action. Older adults had greater difficulty than did young adults at discriminating old events from novel conjunctions of familiar actors and actions, even when the two groups were equated on memory for each of those features in isolation by using a longer retention interval for young adults. These results are consistent with an age-related associative deficit linked to declines in hippocampal and prefrontal cortical functioning. They further provide evidence that age differences in source monitoring are not limited to speech acts but, rather, generalize to more complex actions. Finally, they provide evidence for age differences in susceptibility to conjunction memory errors, stemming from decreased reliance on recollection and increased reliance on familiarity with increased age. Example videos may be downloaded from www.psychonomic.org/archive.     

On the delay-dependent involvement of the hippocampus in object recognition memory

The role of the hippocampus in object recognition memory processes is unclear in the current literature. Conflicting results have been found in lesion studies of both primates and rodents. Procedural differences between studies, such as retention interval, may explain these discrepancies. In the present study, acute lidocaine administration was used to temporarily inactivate the hippocampus prior to training in the spontaneous object recognition task. Male C57BL/6J mice were administered bilateral lidocaine (4%, 0.5 microl/side) or aCSF (0.5 microl/side) directly into the CA1 region of the dorsal hippocampus 5 min prior to sample object training, and object recognition memory was tested after a short ( 5 min) or long (24 h) retention interval. There was no effect of intra-hippocampal lidocaine on the time needed for mice to accumulate sample object exploration, suggesting that inactivation of the hippocampus did not affect sample session activity or the motivation to explore objects. Lidocaine-treated mice exhibited impaired object recognition memory, measured as reduced novel object preference, after a 24 h but not a 5 min retention interval. These data support a delay-dependent role for the hippocampus in object recognition memory, an effect consistent with the results of hippocampal lesion studies conducted in rats. However, these data are also consistent with the view that the hippocampus is involved in object recognition memory regardless of retention interval, and that object recognition processes of parahippocampal structures (e.g., perirhinal cortex) are sufficient to support object recognition memory over short retention intervals.     

Flashbulb memory for 11 September 2001

The recollection of particularly salient, surprising or consequential events is often called ‘flashbulb memories’. We tested people's autobiographical memory for details of 11 September 2001 by gathering a large national random sample (N = 678) of people's reports immediately following the attacks, and then by contacting them twice more, in September 2002 and August 2003. Three novel findings emerged. First, memory consistency did not vary as a function of demographic variables such as gender, geographical location, age or education. Second, memory consistency did not vary as a function of whether memory was tested before or after the 1‐year anniversary of the event, suggesting that media coverage associated with the anniversary did not impact memory. Third, the conditional probability of consistent recollection in 2003 given consistent recollection in 2002 was p = .73. In contrast, the conditional probability of consistent recollection in 2003 given inconsistent recollection in 2002 was p = .18. Finally, and in agreement with several prior studies, confidence in memory far exceeded consistency in the long term. Also, those respondents who revealed evidence for consistent flashbulb memory experienced more anxiety in response to the event, and engaged in more covert rehearsal than respondents who did not reveal evidence for consistent flashbulb memory. Copyright © 2008 John Wiley & Sons, Ltd.     

How Stories in Memory Perpetuate the Continued Influence of False Information

People often encounter information that they subsequently learn is false. Past research has shown that people sometimes continue to use this misinformation in their reasoning, even if they remember that the information is false, which researchers refer to as the continued influence effect. The current work shows that the continued influence effect depends on the stories people have in memory: corrected misinformation was found to have a stronger effect on people's beliefs than information that was topically related to the story if it helped to provide a causal explanation of a story they had read previously. We argue this effect occurs because information that can fill a causal “gap” in a story enhances comprehension of the story event, which allows people to build a complete (if inaccurate) event model that they prefer over an accurate but incomplete event model. This effect is less likely to occur for stories in memory that end in a negative way, presumably because people are more motivated to accurately understand negative outcome events.     

Concepts of intellect in relation to learning and adult development

This article is a summary and integration of results from studies of the organization and development of human abilities. Several kinds of results are interpreted as converging toward support of theories stipulating a hierarchy of intellectual functions. Near the top of this hierarchy, most related to intelligence as this is usually conceived, are the two broad sets of abilities known as fluid intelligence (Gf) and crystallized intelligence (Gc). The major focus of the review is on the decline of Gf through the “vital years of adulthood,” from 20 to 60 years of age. Major conclusions are:1. Sensory detector functions, near the bottom of the hierarchy of intellectual capacities, decline with development through the vital years, but this kind of decline is not responsible for aging decline of the major features of fluid intelligence: keenness of sensory function is not of the sine qua non of mature expressions of human intelligence.2. Memory abilities are somewhat higher in the hierarchy of intellectual functions, and thus are more strongly related to intelligence, than are sensory detectors. With increase in time interval over which retention is required, there is increase in the relationship of memory to Gf and to decline of Gf over the vital years. Accompanying this increase is an increase in the extent to which memory is dependent upon adequacy of organization at the stage of encoding. This, in turn, reflects the adequacy of eduction of relations and correlates, which is an essential feature of Gf.3. To the extent that very short-term memory is implicated in fluid intelligence, and the decline of this, it is intimately related to either a capacity or inclination to maintain close attention under conditions of high demand for attention.4. The speed with which one obtains correct answers to difficult problems is not closely related to the number of correct answers obtained when all subjects attempt all items in fluid intelligence tests, but clerical/perpetual speed, as indicated in tasks of quickly finding a particular symbol among others or tasks of making same/different judgments, is related to aging decline of Gf. As with short-term memory, this form of intellectual speediness appears to be closely related to capacities (or inclinations) for maintaining attention, dividing attention, and holding things in mind while doing other things.5. Crystallized intelligence probably increases over the vital years. This reflects dynamic restructuring of knowledge systems. It appears that there is not only an aging increase in knowledge but also an increase in the accessibility of information, a result being that humans become more creative (in one sense) as age increases through the vital years.6. Results from multivariate cross-sectional studies of intelligence are seen to be consistent with comparable results obtained with other kinds of research strategies.