Retrieval of Episodic Information From Memory: Comparisons Among 3- and 4-Year-Olds, 7- and 8-Year-Olds,and Adults

Young children's and adults' recall of episodic information was explored in 4 experiments. The task required participants to recall a target noun presented as the last item of a 4-noun string of related (either categorically or thematically) or unrelated words. Providing all 3 preceding nouns or a subset of them cued recall. Experiment 1 found that 7- and 8-year-old children's recall was better with pictures as opposed to text, and children showed performance equal to adults with thematically related pictorial stimuli. Using pictorial stimuli, Experiment 2 showed that the number of cues present at retrieval affected 7- and 8-year-olds' recall. Experiments 3 and 4 tested recall of episodic information in 3- and 4-year-olds using pictorial stimuli. The results suggested that young children also have access to episodic information in memory and the number of cues present at retrieval influenced recall. The findings are discussed in the context of children's memory for events.     

Collaboration inflation: Egocentric source monitoring errors following collaborative remembering

Following collaborative remembering, people may adopt their partner's contributions as their own memory. In two studies, we asked people to study partially overlapping lists of words. During collaborative remembering, dyads either worked to include all words no matter who studied them or limited recall to only words studied by both dyad members. This differential focus on source information during collaborative recall impacted performance on a later source memory test. Nonetheless we found frequent source monitoring errors that displayed an egocentric bias. People were more likely to claim their partner's contributions as their own memories than attribute their memories to their partners. In collaborative remembering, people work to construct an agreed upon version of the past that quickly becomes each individual's memory.     

Effects of mothers’ conversation style and receipt of misinformation on children's event reports

Can memory sharing conversations with mothers lead to errors in children's event memory when mothers are exposed to misinformation about what their children experienced and does this effect vary as a function of maternal memory-sharing style? Mothers were exposed to a false suggestion about a non-shared event and then discussed that event with their children. When later interviewed, those children whose mothers were provided this misinformation were likely to wrongly report experiencing activities consistent with the maternal suggestion and embellish their reports of these activities with elaborative detail. Moreover, children whose mothers spoke in a highly elaborative manner were more likely to recall occurrences in line with the maternal suggestion and provided more fictitious narrative detail describing non-occurring-but-suggested information than did children whose mothers used a less elaborative style. These findings suggest that when mothers hold false beliefs about a non-shared event, an elaborative maternal style is associated with an increase in children's false reports reflecting maternal beliefs.     

Conversations With Able-Bodied and Visibly Disabled Strangers An Adversarial Test of Predicted Outcome Value and Uncertainty Reduction Theories

Conversations with visibly disabled strangers entail unequivocally higher uncertainty and relatively more negative predicted outcome values compared to conversations with able-bodied strangers. Contrasting derivations from uncertainty reduction and predicted outcome value theories were tested by comparing observations associated with respondents’ separate conversations with able-bodied and visibly disabled partners. Four hypotheses were cast to favor predicted outcome value interpretations with respect to information seeking, three global features of the respondent's awareness of the partner's behavior, and the association of information seeking with nonverbal affiliative expressiveness and amount of verbal communication. Statistically significant differences in information seeking and awareness of the partner's behavior favored the predicted outcome value interpretation. Implications for predicted outcome value theory and interaction with visibly disabled conversational partners are discussed.     

The modality effect,sensory handicap,and compensatory functions

In the present study 84 subjects (48 normal, 24 deaf, and 12 blind subjects) participated in a free recall experiment. Modality of presentation (auditory, visual) as well as mode of response (oral, written) were manipulated as between-subjects variables. It was found that deaf subjects can compensate for their handicap in as much that written recall of visual short-term memory items was significantly better than for normal subjects. For oral recall of long-term memory positions the deaf performed worse than the normal hearing. The blind subjects' oral recall performance was on a par with the normal subjects' for written recall of auditory presented items, but the blind exhibited some signs of inferiority for the oral comparison. The output order data demonstrated that normal subjects recall visual items in a backward order and auditory items with a mixed strategy; the deaf exhibited mixed strategies and the blind displayed clear backward strategies. Neither output order nor recency-prerecency preference could account for the compensatory patterns. Finally, the task-dependent nature of the obtained data is discussed.     

Are self reports of memory failure accurate?

Previous research with memory questionnaires has been interpreted as showing that people do not recall their memory failures accurately. The present research consisted of three investigations that examined whether participants' reports of memory failures were corroborated by their spouses. These investigations used a greater variety of statistical and survey methods than were used in previous investigations. The results demonstrated that people are able to recall memory failures more accurately than previous research indicated. These results have important methodological and theoretical implications for basic and applied assumptions about what people know about their memory failures. Copyright © 2005 John Wiley & Sons, Ltd.     

Memory for Conversation

Memory for conversation is treated as a source of coherence in social encounters and its connections with social competence are tested in a study of problemsolving conversations. As predicted, accurate recall is found to correlate positively with social competence and negatively with social anxiety. Partners have better memory for their own contributions than for each other's, and this difference is exacerbated by topic importance. Differences in recall are also found for differing amounts of involvement in the conversations. Results are explained in terms of resource allocation during conversation.     

Changing the criterion for memory conformity in free recall and recognition

People's responses during memory studies are affected by what other people say. This memory conformity effect has been shown in both free recall and recognition. Here we examine whether accurate, inaccurate, and suggested answers are affected similarly when the response criterion is varied. In the first study, participants saw four pictures of detailed scenes and then discussed the content of these scenes with another participant who saw the same scenes, but with a couple of details changed. Participants were either told to recall everything they could and not to worry about making mistakes (lenient), or only to recall items if they were sure that they were accurate (strict). The strict instructions reduced the amount of inaccurate information reported that the other person suggested, but also reduced the number of accurate details recalled. In the second study, participants were shown a large set of faces and then their memory recognition was tested with a confederate on these and fillers. Here also, the criterion manipulation shifted both accurate and inaccurate responses, and those suggested by the confederate. The results are largely consistent with a shift in response criterion affecting accurate, inaccurate, and suggested information. In addition we varied the level of secrecy in the participants’ responses. The effects of secrecy were complex and depended on the level of response criterion. Implications for interviewing eyewitnesses and line-ups are discussed.     

CONCEPTUALIZING CONVERSATIONAL COMPLEXITY

A successful conversation requires participants to have knowledge of both the topic under discussion and the nature of conversation. This study asks whether people who are more sophisticated in their representation of conversation behave differently than their less sophisticated counterparts. This issue was probed by devising two operationalizations of what we call Conversational complexity. The two measures assessed peoples' constructs about conversation (operationalized by a measure of construct differentiation) and the manner in which people psychologically structure conversations (via a sorting task tapping the degree to which they focus on the surface features, or deeper structures, of conversations). Individuals who completed the two measures of complexity also participated in conversations and completed a number of personality indices. Each operationalization of conversational complexity was positively correlated with a variety of conversational involvement behaviors, measures of conversational enjoyment and person complexity, and memory for the interactions. Generally speaking, effective interactants who enjoyed conversations and recalled them well tended to have more constructs about conversations and psychologically represented conversations at a deeper level than their counterparts.     

Simulating Memory Impairment for Child Sexual Abuse

The current study investigated effects of simulated memory impairment on recall of child sexual abuse (CSA) information. A total of 144 adults were tested for memory of a written CSA scenario in which they role-played as the victim. There were four experimental groups and two testing sessions. During Session 1, participants read a CSA story and recalled it truthfully (Genuine group), omitted CSA information (Omission group), exaggerated CSA information (Commission group), or did not recall the story at all (No Rehearsal group). One week later, at Session 2, all participants were told to recount the scenario truthfully, and their memory was then tested using free recall and cued recall questions. The Session 1 manipulation affected memory accuracy during Session 2. Specifically, compared with the Genuine group's performance, the Omission, Commission, or No Rehearsal groups' performance was characterized by increased omission and commission errors and decreased reporting of correct details. Victim blame ratings (i.e., victim responsibility and provocativeness) and participant gender predicted increased error and decreased accuracy, whereas perpetrator blame ratings predicted decreased error and increased accuracy. Findings are discussed in relation to factors that may affect memory for CSA information. Copyright © 2015 John Wiley & Sons, Ltd.     

Tell Me Everything You Discussed: Children's Memory for Dyadic Conversations after a 1-Week or a 3-Week Delay

In child abuse investigations, children are often asked to recount previous conversations related to the allegations (i.e., “conversational testimony”). To explore children's ability to provide conversational testimony, we staged a semi-structured novel dyadic conversation between an adult researcher and 8-year-old children (n = 90). Children's gist recall and recognition memory for their own statements, their conversational partner's statements, and question–answer pairs were tested after either a 1-week or a 3-week delay. The results revealed that children recounted a minority of the conversation, although children recalled more after a short delay (7%) than after a long delay (4%). A majority of children's free recall statements were accurate (68%); however, approximately one-third of their free recall statements were incorrect. Children almost exclusively recounted their own statements, and rarely recalled any of the adult's statements or the question–answer pairs during free recall. Reports of the adult's statements and question–answer pairs increased with cued recall questioning, but remained minimal. During recognition testing, children were able to distinguish between true and false recognition items for their own statements and the adult's statements, but performed at chance level on recognition items concerning question–answer pairs. Forensic implications of the results are discussed. Copyright © 2015 John Wiley & Sons, Ltd.     

Judgments relative to patterns: how temporal sequence patterns affect judgments and memory

Six experiments studied relative frequency judgment and recall of sequentially presented items drawn from 2 distinct categories (i.e., city and animal). The experiments show that judged frequencies of categories of sequentially encountered stimuli are affected by certain properties of the sequence configuration. We found (a) a first-run effect whereby people overestimated the frequency of a given category when that category was the first repeated category to occur in the sequence and (b) a dissociation between judgments and recall; respondents may judge 1 event more likely than the other and yet recall more instances of the latter. Specifically, the distribution of recalled items does not correspond to the frequency estimates for the event categories, indicating that participants do not make frequency judgments by sampling their memory for individual items as implied by other accounts such as the availability heuristic (Tversky & Kahneman, 1973) and the availability process model (Hastie & Park, 1986). We interpret these findings as reflecting the operation of a judgment heuristic sensitive to sequential patterns and offer an account for the relationship between memory and judged frequencies of sequentially encountered stimuli.     

Walking through doorways causes forgetting: recall

The aim of the current study was to explore how the location updating effect is affected when people are tested using recall rather than recognition, which is what has been done in prior work. Differences in the memory processes involved with these two tasks lead to predictions for two different patterns of data. In Experiment 1, memory was tested by having participants recall the single object they were carrying or had just put down, whereas in Experiment 2, people sometimes needed to recall both objects. It was found that, unlike recognition test performance, a similar location updating effect was found for both Associated (what was currently being carried) and Dissociated (what was recently set down) objects. Moreover, when both objects were correctly recalled, there was a bias to remember them in the order that they were encountered. Finally, if only one object was correctly recalled, it was the Associated object that was currently being carried. Overall, these results are consistent with the Event Horizon Model of event cognition.     

Maternal Style in Reminiscing: Relations to Child Individual Differences

Past research indicates that parents show distinct differences in style while reminiscing with their preschool children; across families, both fathers and mothers tend to be more elaborative (i.e., provide more contextual support) with daughters than with sons. Further, these differences in style are related to children's performance in such conversations. This study examines within-family similarity in maternal style and the relations between maternal style and child gender and temperament. Mothers from 16 families, each with one male and one female child aged 3 and 5 years, participated individually in memory conversations. Results indicated that mothers showed similar use of elaborations across children but used more repetitions and evaluations in conversations with younger children. Contrary to previous research, maternal style was not related to child gender; however, relations were found between child temperament and maternal style. Results are discussed in relation to the social interaction model of autobiographical memory.     

Moments Out of Time: A family canoes the north woods

This nature essay recounts the author's 10-day canoe trip with her blended family through Algonquin Provincial Park in Canada. Within the narrative, she explores the ways in which a young child's spirituality ('relational consciousness') influence her own adult consciousness. Conversations with her 6-year-old son lead to her to develop the metaphor of radio frequencies to reflect upon the differences between children's and adults' attitudes toward time: solar time; here-and-now time; the human life cycle; historical time; memory time; industrial time; infinity time. In addition to these conversations, the author draws upon several social critics, nature writers, and others. Other themes touched upon include contemplation, the sense of wonder, bodily knowing, the deep self, and time management. The essay closes with the author reflecting on the need to reclaim time in ways that nurture the natural spirituality of childhood.     

Natural conversations as a source of false memories in children: Implications for the testimony of young witnesses

Research on factors that can affect the accuracy of children’s autobiographical remembering has important implications for understanding the abilities of young witnesses to provide legal testimony. In this article, we review our own recent research on one factor that has much potential to induce errors in children’s event recall, namely natural memory sharing conversations with peers and parents. Our studies provide compelling evidence that not only can the content of conversations about the past intrude into later memory but that such exchanges can prompt the generation of entirely false narratives that are more detailed than true accounts of experienced events. Further, our work show that deeper and more creative participation in memory sharing dialogues can boost the damaging effects of conversationally conveyed misinformation. Implications of this collection of findings for children’s testimony are discussed.     

Talking About Past Emotions: Conversations Between Peruvian Mothers and Their Preschool Children

In this study, we examined gender and age variations in the use of emotion words during mother–child conversations about experiences. Thirty-two middle-class, Spanish-speaking, Peruvian mothers and their 3- and 5-year-old children participated in this study. Conversations were audiotaped, transcribed, and coded for number, types of emotions discussed, and conversational contexts in which the emotion word was embedded. Age differences were found only in children's use of emotion words. Gender differences were found only in mothers' use of emotion words. Findings are discussed in relation to socialization practices of emotional expression and gender in middle-class Peruvian society. Our results support and provide a developmental perspective on findings obtained in studies of adult emotional expression across various cultures.     

Boys don't cry: Cognitive load and priming increase stereotypic sex differences in emotion memory

The results of three experiments provide evidence that the relative accessibility of stereotypes about sex difference influences people's memory of very recent emotions. Being under high rather than low cognitive load caused females compared with males to recall experiencing more intense emotional reactions to saddening stimuli (Experiments 1 and 2), and relatively less intense reactions to angering stimuli (Experiment 2). Being directly primed with stereotypes about sex differences and being under high cognitive load both caused females to recall more intense reactions to saddening stimuli compared with females who were neither primed with stereotypes nor under cognitive load (Experiment 3). These results imply that the relative accessibility of stereotypes influences memories of emotion in a manner similar to stereotypes' influence on social perception. Implications of these findings for theories of emotion memory and for self-perpetuating stereotypes about emotional sex differences are discussed.