Episodic Memory and Episodic Foresight in 3- and 5-Year-Old Children

Autor/inn/en	Hayne, Harlene; Gross, Julien; McNamee, Stephanie; Fitzgibbon, Olivia; Tustin, Karen
Titel	Episodic Memory and Episodic Foresight in 3- and 5-Year-Old Children
Quelle	In: Cognitive Development, 26 (2011) 4, S.343-355 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2014
DOI	10.1016/j.cogdev.2011.09.006
Schlagwörter	Age Differences; Recall (Psychology); Interviews; Visual Stimuli; Children; Parents; Task Analysis; Time Perspective; Experiments; Memory; Preschool Children; Cognitive Processes; Correlation + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Abberufung; Interviewing; Interviewtechnik; Child; Kind; Kinder; Eltern; Aufgabenanalyse; Zeitbezug; Erprobung; Gedächtnis; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Cognitive process; Kognitiver Prozess; Korrelation
Abstract	In the present study, we examined the development of episodic memory and episodic foresight. Three- and 5-year-olds were interviewed individually using a personalised timeline that included photographs of them at different points in their life. After constructing the timeline with the experimenter, each child was asked to discuss a number of different events: an event that happened yesterday, an event that happened earlier today, an event that would happen later today, and an event that would happen tomorrow. As judged by their parents, children's accounts were highly accurate. After controlling for age and language scores, there was a strong relation between amount of information reported about past and future events. Overall, 5-year-olds reported more total information than 3-year-olds; however, reports by 3-year-olds included a similar proportion of first-person reference as did reports by 5-year-olds. No age difference appeared in proportion of future-oriented talk. We conclude that the present task provides a promising method of exploring the emergence of mental time travel during early childhood. (Contains 1 table and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10