The Co‐Emergence of the Self and Autobiographical Memory: An Adaptive View of Early Memory

Howe, Mark L.

doi:10.1002/9781118597705.ch23

Cited by 12 publications

(14 citation statements)

References 111 publications

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“…One hypothesized reason for the late emergence of autobiographical memory is that it awaits development of a self-concept around which memories can be organized (e.g., see Howe, 2014, for a review). Other accounts suggest that it is not a lack of a physical self-concept that precludes early memories that are autobiographical, but rather, a subjective self who takes personal perspective on life events and evaluates them for their significance to the self (e.g., Fivush, 2012; Fivush & Zaman, 2014).…”

Section: Memory In Infancy and Early Childhoodmentioning

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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Section: Memory In Infancy and Early Childhoodmentioning

confidence: 99%

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

Bauer

2015

Developmental Review

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“…As such, a self concept is a necessary ingredient for an autobiography (see Fivush & Zaman, 2014;Howe, 2014). Children first begin to make reference to themselves in past events at about the same time as they begin to recognize themselves in a mirror, namely, between 18 and 24 months (Howe & Courage, 1993.…”

mentioning

confidence: 99%

“…Early in development, opportunities for integration of new memory traces with those already in long-term storage also are lessened by the relative immaturity-and lack of elaboration-of the concepts upon which autobiographical memory depends. For example, the self to which early formed memories are referenced is not as elaborated or stable a construct as it will be later in development (Fivush & Zaman, 2014;Howe, 2014). As such, it provides a less coherent reference point for memories about the self.…”

mentioning

confidence: 99%

The psychology of intelligence analysis: Drivers of prediction accuracy in world politics.

Mellers¹,

Stone²,

Atanasov³

et al. 2015

Journal of Experimental Psychology: Applied

137

130

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This article extends psychological methods and concepts into a domain that is as profoundly consequential as it is poorly understood: intelligence analysis. We report findings from a geopolitical forecasting tournament that assessed the accuracy of more than 150,000 forecasts of 743 participants on 199 events occurring over 2 years. Participants were above average in intelligence and political knowledge relative to the general population. Individual differences in performance emerged, and forecasting skills were surprisingly consistent over time. Key predictors were (a) dispositional variables of cognitive ability, political knowledge, and openmindedness; (b) situational variables of training in probabilistic reasoning and participation in collaborative teams that shared information and discussed rationales (Mellers, Ungar, et al., 2014); and (c) behavioral variables of deliberation time and frequency of belief updating. We developed a profile of the best forecasters; they were better at inductive reasoning, pattern detection, cognitive flexibility, and open-mindedness. They had greater understanding of geopolitics, training in probabilistic reasoning, and opportunities to succeed in cognitively enriched team environments. Last but not least, they viewed forecasting as a skill that required deliberate practice, sustained effort, and constant monitoring of current affairs. A t APA, we understand how challenging it can be for you to stay abreast of the latest and best academic research on psychology. Disciplines Finance and Financial Management | Social and Behavioral Sciences

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“…AM emerges gradually during the preschool years through processes of social interaction and cognitive development and continues to develop throughout childhood and adolescence (Fivush, 2011; Nelson & Fivush, 2004). Although the origin and development of AM differ according to each individual, it is commonly agreed that the factors critical to its development include linguistic, social, cultural, cognitive, and emotional aspects (Howe, 2014).…”

mentioning

confidence: 99%

The Psychometric Properties of the Autobiographical Memory Test in Preschool-Aged Children

et al. 2016

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The Autobiographical Memory Test (AMT) is the most commonly used tool to assess the phenomenon of overgeneral memory. The AMT has mainly been used in adult populations, but its use in preschool children is less common. The need to create an appropriate instrument to study the memory specificity in preschool years led us to develop an AMT version adapted for early childhood. The AMT-Preschool (AMT-P) was administered to a sample of preschool children aged between 3 and 6 (N = 364). The results suggest that the AMT-P functions differently in preschoolers depending on age. With children older than 53 months, results suggest that the AMT-P is appropriate for assessing overgenerality. Nevertheless, with younger children age, the task is more difficult. These results concur with previous research suggesting that the ability to recall specific memories is consolidated from the age of 4½.

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The Co‐Emergence of the Self and Autobiographical Memory: An Adaptive View of Early Memory

Cited by 12 publications

References 111 publications

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

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

The psychology of intelligence analysis: Drivers of prediction accuracy in world politics.

The Psychometric Properties of the Autobiographical Memory Test in Preschool-Aged Children

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