Long‐Term Memory in Infancy and Early Childhood

Lukowski, Angela F.; Bauer, Patricia J.

doi:10.1002/9781118597705.ch11

Cited by 16 publications

(24 citation statements)

References 116 publications

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“…If no memories are formed, there is no need to explain why they are not apparent. Evidence that even infants form and retain episodic memories, and that preschool and early school age children form and retain autobiographical memories, has been reviewed in detail elsewhere (e.g., Bauer, 2007, 2013, 2014, 2015; Lukowski & Bauer, 2014). For this reason, I provide a brief review here.…”

Section: Memory In Infancy and Early Childhoodmentioning

confidence: 99%

“…Based on performance on imitation-based tasks, described earlier, the length of time over which infants retain memories of specific past events increases over the first two years of life. As suggested by inspection of Figure 1, in the first year, retention is limited to hours and days, whereas by the end of the second year of life, infants remember novel experiences over delays of 12 months or more (Bauer et al, 2000; see Bauer, 2009, 2013, and Lukowski & Bauer, 2014, for summaries). These data lend themselves to interpretation in terms of differential forgetting: there is greater vulnerability of memory in younger relative to older infants, resulting in age-related differences in how long memories are retained.…”

Section: Forgetting In Memory For Specific Past Events: Infancy and Ementioning

confidence: 99%

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Development of episodic and autobiographical memory: The importance of remembering forgetting

Bauer

2015

Developmental Review

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Some memories of the events of our lives have a long shelf-life—they remain accessible to recollection even after long delays. Yet many other of our experiences are forgotten, sometimes very soon after they take place. In spite of the prevalence of forgetting, theories of the development of episodic and autobiographical memory largely ignore it as a potential source of variance in explanation of age-related variability in long-term recall. They focus instead on what may be viewed as positive developmental changes, that is, changes that result in improvements in the quality of memory representations that are formed. The purpose of this review is to highlight the role of forgetting as an important variable in understanding the development of episodic and autobiographical memory. Forgetting processes are implicated as a source of variability in long-term recall due to the protracted course of development of the neural substrate responsible for transformation of fleeting experiences into memory traces that can be integrated into long-term stores and retrieved at later points in time. It is logical to assume that while the substrate is developing, neural processing is relatively inefficient and ineffective, resulting in loss of information from memory (i.e., forgetting). For this reason, focus on developmental increases in the quality of representations of past events and experiences will tell only a part of the story of how memory develops. A more complete account is afforded when we also consider changes in forgetting.

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Section: Memory In Infancy and Early Childhoodmentioning

confidence: 99%

Section: Forgetting In Memory For Specific Past Events: Infancy and Ementioning

confidence: 99%

Development of episodic and autobiographical memory: The importance of remembering forgetting

Bauer

2015

Developmental Review

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“…The question in the present research is whether we see retention in younger children, who demonstrate knowledge extension primarily in forced-choice testing. It is clear that preschool-age children remember information over time (for comprehensive reviews see Bauer, 2007; Bauer, Larkina, & Deocampo, 2011; Lukowski & Bauer, 2013; Schneider, 2011). For example, 4- to 5-year-olds retain unique factual information acquired in a classroom setting over a 1-week period (Bemis, Leichtman, & Pillemer, 2013).…”

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confidence: 99%

Integrating across episodes: Investigating the long-term accessibility of self-derived knowledge in 4-year-old children

Varga

Stewart

Bauer

2016

Journal of Experimental Child Psychology

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Semantic memory, defined as our store of knowledge about the world, provides representational support for all of our higher order cognitive functions. As such, it is crucial that the contents of semantic memory remain accessible over time. Although memory for knowledge learned through direct observation has been previously investigated, we know very little about the retention of knowledge derived through integration of information acquired across separate learning episodes. The present research investigated cross-episode integration in 4-year-old children. Participants were presented with novel facts via distinct story episodes and tested for knowledge extension through cross-episode integration, as well as for retention of the information over a 1-week delay. In Experiment 1, children retained the self-derived knowledge over the delay, though performance was primarily evidenced in a forced-choice format. In Experiment 2, we sought to facilitate the accessibility and robustness of self-derived knowledge by providing a verbal reminder after the delay. The accessibility of self-derived knowledge increased, irrespective of whether participants successfully demonstrated knowledge of the integration facts during the first visit. The results suggest knowledge extended through integration remains accessible after delays, even in a population in which this learning process is less robust. The findings also demonstrate the facilitative effect of reminders on the accessibility and further extension of knowledge over extended time periods.

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“…At 6 months, infants remember for 24 h whereas by 9 months, they remember over delays as long as 5 weeks (Lukowski and Bauer, 2014; for a review). Thirteen-to fourteen-month-olds remember actions over delays of 4-6 months (Bauer et al, 2000;Meltzoff, 1995), and by 20 months, children remember for as many as 12 months (Bauer et al, 2000).…”

Section: Episodic Memory In Infancymentioning

confidence: 97%

“…One form of interference that has been studied in infancy is changes in context between encoding and retrieval. With development, infants are increasingly able to show evidence of memory even over changes in (1) the size, shape, color, and/or material composition of the objects used in demonstration vs test; (2) the appearance of the room at the time of demonstration vs test; (3) the setting for demonstration of the modeled actions vs test; and (4) the individual who demonstrated the actions and the individual who tested for memory for the actions (see Lukowski and Bauer, 2014; for a review).…”

Section: Episodic Memory In Infancymentioning

confidence: 99%