The Influence of Autobiographical Memory Development on Strategic Remembering Performance Público

Morris, Laura Keri (2011)

Permanent URL: https://etd.library.emory.edu/concern/etds/3t945r425?locale=es
Published

Abstract

Autobiographical memory and strategic remembering are two memory skills that develop during
childhood. These skills vary in their functions, trajectories, and determinants. The current study
investigated the developmental changes in both autobiographical memory and strategic
remembering among 37 4-year-old children over a 4-year period. Children's memory skills were
assessed 4 times 1 year apart. The research showed that children significantly increase in their
autobiographical memory performance. For strategic remembering, though there is some
increase in strategy use, the children still struggle with deliberate remembering skills at such a
young age. We also demonstrated that autobiographical memory and strategic remembering were
related to each other such that the performance on autobiographical memory tasks at earlier ages
is predictive of strategic remembering results at later phases. This suggests that the capacity to
organize and recall information early on drives the extent to which strategies are available to
children during encoding and retrieval on deliberate memory tasks as they age. These findings
provide interesting insight into the developmental course of these 2 individual areas of research,
as well as evidence of their relationship and organization of memories.

Table of Contents

I. Introduction, p. 1
II. Method, p. 12
III. Results, p. 20
IV. Discussion, p. 24
V. References, p. 32
VI. Appendix, p. 35
Appendix A, p. 35
Appendix B, p. 36
Appendix C, p. 37
Appendix D, p. 38
VII. Tables, p. 40
Table 1, p. 40
Table 2, p. 41
Table 3, p. 42
Table 4, p. 43
Table 5, p. 44
Table 6, p. 45
Table 7, p. 46
VIII. Figures, p. 47
Figure 1, p. 47
Figure 2, p. 48
Figure 3, p. 49
Figure 4, p. 50
Figure 5, p. 51

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