Memory in Very Young Children

Daehler, Marvin W.; Greco, Carolyn

doi:10.1007/978-1-4613-9544-7_2

Cited by 20 publications

(11 citation statements)

References 83 publications

(106 reference statements)

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“…Physical context reinstatement is expected to be at least as effective as mental context reinstatement, with re-exposure to the physical context maximizing the overlap between the encoding and retrieval contexts, thereby maximizing memory enhancement (Tulving, 1983). Compared with verbal cues, visual contextual cues were expected to facilitate information access and recall better because the cues are presented in the same modality (vision) as that in which they were experienced, and this effect should be especially strong in the case of young children, who rely less upon semantic encoding and are less flexible in their retrieval searches than older children are (Ackerman, 1981;Daehler and Greco, 1985;Gee and Pipe, 1995).…”

Section: Discussionmentioning

confidence: 99%

“…As specified in Smith's (1988) 'outshining hypothesis', contextual cues should be more effective when other retrieval cues are absent, and therefore should ensure greater and more accurate memory retrieval in free recall tasks (in which no information is provided by the interviewer) than in recognition tasks (in which the target information is presented). Because children rely upon semantic encoding less than adults and have less effective and less flexible retrieval strategies, furthermore, they should benefit from context reinstatement more than adults do (Ackerman, 1981;Daehler and Greco, 1985;Gee and Pipe, 1995).…”

mentioning

confidence: 99%

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A comparison of mental and physical context reinstatement in forensic interviews with alleged victims of sexual abuse

Hershkowitz

Orbach

Lamb

et al. 2002

Applied Cognitive Psychology

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Forensic interviews with 142 alleged victims of sexual abuse, ranging from 4.0 to 13.5 years of age, were conducted under three different interviewing conditions: at the scene of the incidents (Physical Context Reinstatement; PCR group), in the investigator's office with mental context reinstating instructions (MCR group), and in the office without contextual cueing (Control group). Children in the PCR, MCR, and Control groups did not differ significantly with respect to the total number of informative details reported. Children in the MCR condition provided more detailed responses to the main invitation and in their first narrative than did children in the PCR condition, however. They also provided proportionally more detailed responses to open‐ended invitations and fewer details in response to directive prompts than did children in the two other conditions. The MCR procedures were thus associated with greater improvements in the quality of information retrieval than were the PCR procedures. In all interviewing conditions, children aged 7 to 13 years provided significantly more details than 4‐ to‐6‐year‐old children did. The youngest children provided fewer details in response to invitations and directive utterances, and proportionally more details in response to option‐posing and suggestive utterances. No significant interactions between age and interviewing condition were apparent. Published in 2002 by John Wiley & Sons, Ltd.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

A comparison of mental and physical context reinstatement in forensic interviews with alleged victims of sexual abuse

Hershkowitz

Orbach

Lamb

et al. 2002

Applied Cognitive Psychology

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“…As these very young children cannot tell us what they remember, progress on this issue has depended on the development of innovative new tools that elicit information from infants and toddlers for whom verbal reporting in standard experiments is not an option (Courage and Cowan 2009a). The problem of methodology was already mentioned in an early review of the literature by Daehler and Greco (1985), who focused on memory development in very young children between 12 and 36 months of age. Daehler and Greco explained the lack of information on memory development in that age group by noting that it is difficult to find suitable methods to use with children younger than 3 years of age.…”

Section: Memory Development During the Infant And Toddler Yearsmentioning

confidence: 99%

“…As noted by Daehler and Greco (1985), the assumption that infants prefer to attend to novel stimuli needs some qualification. Several studies have shown that infants less than 2 months of age actually prefer familiar rather than novel stimuli (e.g., Weizmann et al 1971), and this may indicate that an infant must have sufficient opportunity to become familiar with a stimulus in order to display a preference for another stimulus.…”

Section: Novelty-preference Paradigmsmentioning

confidence: 99%

Memory Development from Early Childhood Through Emerging Adulthood

Schneider

2015

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“…Toddlers can recall events which occurred at 6 months, tested through behavioral recognition at the point of re-exposure in later development (Perris, Myers, & Clifton, 1990;Rovee-Collier & Hayne, 1987;Daehler & Greco, 1985). Infant memory studies contribute to an increasingly specific understanding of the ways in which early infant traumatic experiences may be represented nonverbally (Terr, 1988) and later verbally (Gaensbauer, 2002(Gaensbauer, , 2004, as well as the ways in which early memories contribute to the organization of the infant's developing cognitive and social schema.…”

Section: Infant Memory In the Preverbal Periodmentioning

confidence: 98%

Dyadic Trauma in Infancy and Early Childhood: Review of the Literature

Markese¹

2011

Journal of Infant, Child, and Adolescent Psychotherapy

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The clinical and empirical literature on trauma and loss in infancy and early childhood largely focuses on children's exposure to traumatic events, direct "event trauma." This article seeks to expand the definition of trauma in infancy to include "indirect trauma," implicit emotional and relational events, such as infant exposure to traumatized parents, which occurred in the Project for Mothers, Infants, and Young Children of September 11, 2001, described in this issue. Four empirical literatures are reviewed to develop an understanding of the cognitive, behavioral, and social sequelae of early trauma and parental loss: (1) research on childhood trauma symptoms in the verbal period; (2) research on child and parent attachment security and the parent-child relationship; (3) research on the preverbal period of infant development, specifically addressing nonverbal parent-child communication patterns; and (4) research on the impact of maternal trauma prenatally, on the infant's capacity to remember and represent trauma occurring preverbally, and on the effect of early trauma on neurological development. The article argues that trauma and treatment in infancy and early childhood should be construed as dyadic, occurring between parent and child.In response to traumatic events of the last decade, researchers and clinicians have struggled to define and treat exposure to trauma and loss in early childhood (

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Memory in Very Young Children

Cited by 20 publications

References 83 publications

A comparison of mental and physical context reinstatement in forensic interviews with alleged victims of sexual abuse

A comparison of mental and physical context reinstatement in forensic interviews with alleged victims of sexual abuse

Memory Development from Early Childhood Through Emerging Adulthood

Dyadic Trauma in Infancy and Early Childhood: Review of the Literature

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