The Development of Children's Memory for the Time of Past Events

Friedman, William J.

doi:10.2307/1130710

Cited by 125 publications

(145 citation statements)

References 14 publications

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“…season, month, day, etc.) appears not be present before 6 years of age (Friedman, 1991), and when individual differences are taken into account, it may in some cases be later than that. In sum, absent the full range of autobiographical memory skills, enduring personal memories may be more likely to have the character of fragments rather than story-like event memories.…”

Section: Discussionmentioning

confidence: 92%

Memory fragments as components of autobiographical knowledge

Bruce

Phillips-Grant

Wilcox-O'Hearn

et al. 2006

Applied Cognitive Psychology

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Adults described and dated two kinds of personal remembrances: a fragment-a memory moment that is largely bereft of context-and an episodic, personal event memory-a narrative that consists of a number of related events. In Experiment 1 subjects reported memories from when they were 0-8 years of age and in Experiment 2, from when they were 0-16 years of age. Fragments were judged to be older than event memories, especially in Experiment 2 where the estimated ages of most fragments were from 0 to 8 years and of most episodic memories, from 8 to 16 years. Ratings of various features of the two kinds of memories also differed. We conclude that isolated memory moments possess validity and that although they are most likely to arise when the autobiographical memory system is not fully developed, they can also originate during a time when it is.

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Section: Discussionmentioning

confidence: 92%

Memory fragments as components of autobiographical knowledge

Bruce

Phillips-Grant

Wilcox-O'Hearn

et al. 2006

Applied Cognitive Psychology

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“…A large amount of research (Friedman, 1990(Friedman, , 1991Levin & Gilat, 1983;Richie & Bickhard, 1988;Siegler & McGilly, 1989;Wilkening, Levin & Druyan, 1987) has been undertaken in the development of time concepts in children; the reading of time however comprises a small component of research to date (Siegler & McGilly, 1989). Some of this research depicts the ability to read times as an age-related process and describes ages at which time-reading skills develop and the order of difficulty of particular times in this acquisition (Carpenter, Corbitt, Kepner, Lindquist & Reys, 1981;Friedman & Laycock, 1989;Griffin, Case & Sandieson, 1992;Siegler & McGilly, 1989).…”

Section: Research In Children's Competencies For Reading Analogue Andmentioning

confidence: 99%

Analysis of primary school children’s abilities and strategies for reading and recording time from analogue and digital clocks

1997

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Sixty-seven children in Grades 1-3 and 66 children in Grades 4-6 were tested for their ability to read and record analogue and digital times. The children in Grades 4-6 were asked to describe their strategies. A sequence of time acquisition was proposed, based on a recent theory of cognitive development and the literature. This was: hour, half hour, quarter hour, five minute, and minute times. Times after the hour would be more difficult and digital times would be learned sooner. The sequence was confirmed for tirades 1-3; irregularities occurred in Grades 4-6. Some implications are drawn for the teaching of time.

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“…The act of remembering an occurrence of a repeated event after a delay in time is a more difficult task compared to remembering a single event because witnesses need to make source judgements about when particular details occurred in the sequence. These judgements are especially difficult for child witnesses whose knowledge of time and sequencing ability is not as well developed as that of adults (Friedman, 1991). It is critical, therefore, that lawyers and investigative interviewers consider research that examines ways of Copyright # 2002 John Wiley & Sons, Ltd. minimizing error in child witnesses' accounts about repeated events.…”

mentioning

confidence: 99%

The effect of repeated experience on children's suggestibility across two question types

Powell

Roberts

2002

Applied Cognitive Psychology

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There is a discrepancy in the literature regarding the effect of repeated experience on children's suggestibility. Some researchers have concluded that repeated experience increases children's suggestibility for variable details whereas others have reported no detrimental effect. This study demonstrated that the type of question used to test memory (cued-recall versus yes/no questions) could account for the different reported conclusions. Children aged 5-6 years took part in an event either once or four times. Three or 21 days later, they were given a suggestive interview about the single/final occurrence of the event during which half of the event details were inaccurately described. When later asked yes/no questions, the children with repeated experience agreed with more of the suggestions than did those in the single-experience condition, especially at the longer delay. In relation to cued-recall questions, however, experience did not mediate the number of times that false suggestions from the biasing interview were reported. This latter finding was revealed irrespective of the retention interval.

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The Development of Children's Memory for the Time of Past Events

Cited by 125 publications

References 14 publications

Memory fragments as components of autobiographical knowledge

Memory fragments as components of autobiographical knowledge

Analysis of primary school children’s abilities and strategies for reading and recording time from analogue and digital clocks

The effect of repeated experience on children's suggestibility across two question types

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