Remembering<i>Where</i>: The Origins and Early Development of Spatial Memory

Lourenco, Stella F.; Frick, Andrea

doi:10.1002/9781118597705.ch16

Cited by 12 publications

(9 citation statements)

References 84 publications

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“…Preverbal memory is considered in the chapter on infancy, and visuospatial memory development is mainly addressed in the chapter on working memory. Those readers interested in the development of visuospatial memory are referred to the recent review by Lourenco and Frick (2014).…”

Section: Organization Of This Bookmentioning

confidence: 99%

Memory Development from Early Childhood Through Emerging Adulthood

Schneider

2015

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Section: Organization Of This Bookmentioning

confidence: 99%

Memory Development from Early Childhood Through Emerging Adulthood

Schneider

2015

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“…The changes typically are viewed in terms of positive developments in the quality of the representations of past events that are formed, in terms of improvements in component abilities, or both. For example, we attribute better retention over time to more veridical encoding (e.g., Ornstein, Baker-Ward, & Naus, 1988), to more nuanced differentiation of the details of one event or experience relative to another (e.g., Bauer & Lukowski, 2010; Riggins, 2014), to greater precision locating events in time (Friedman, 2014) and place (Lourenco & Frick, 2014), to more robust and autonomous retrieval processes (e.g., Roebers, 2014), and to increases in autonoetic awareness (Tulving, 2005; Wheeler, 2000), to name a few. All of these changes contribute to the formation of memory representations that are of higher quality, through addition of more, better elaborated, and more tightly integrated features (Bauer, 2015).…”

Section: Complementary Processes In Development Of Memorymentioning

confidence: 99%

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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“…That is not to say that spatial memory has been neglected. There have been numerous studies of infants’ and children’s memory for the spatial location of hidden objects (see Lourenco & Frick, in press; Newcombe & Huttenlocher, 2006, for reviews). For example, when searching for hidden toys in a long rectangular sandbox, children 22 months of age and older can utilize visible landmarks in a room to aid in locating the objects (Newcombe, Huttenlocher, Drummey, & Wiley, 1998).…”

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confidence: 99%

It’s all about location, location, location: Children’s memory for the “where” of personally experienced events

Bauer

Doydum

Pathman

et al. 2012

Journal of Experimental Child Psychology

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Episodic memory is defined as the ability to recall specific past events located in a particular time and place. Over the preschool and into the school years, there are clear developmental changes in memory for when events took place. In contrast, little is known about developmental changes in memory for where events were experienced. In the present research we tested 4-, 6-, and 8-year-old children’s memories for specific laboratory events, each of which was experienced in a unique location. We also tested the children memories for the conjunction of the events and their locations. Age-related differences were observed in all three types of memory (event, location, conjunction of event and location), with the most pronounced differences in memory for conjunctions of events and their locations. The results have implications for our understanding of the development of episodic memory, including suggestions of protracted development of the ability to contextualize events in their spatial locations.

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RememberingWhere: The Origins and Early Development of Spatial Memory

Cited by 12 publications

References 84 publications

Memory Development from Early Childhood Through Emerging Adulthood

Memory Development from Early Childhood Through Emerging Adulthood

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

It’s all about location, location, location: Children’s memory for the “where” of personally experienced events

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