Mother-child conversational interactions as events unfold: linkages to subsequent remembering.

The study reported here was designed to examine linkages between mother-child conversational interactions during events and children's subsequent recall of these activities. In this longitudinal investigation, 21 mother-child dyads were observed while they engaged in specially constructed activities when the children were 30, 36, and 42 months of age. Analyses of the children's 1-day and 3-week recall of these events indicated that at all age points, features of the activities that were jointly handled and jointly discussed by the mother and child were better remembered than were features that were either (1) jointly handled and talked about only by the mother, or (2) jointly handled and not discussed. Potential linkages were also explored between incidental memory for personal experiences and deliberate recall of familiar but arbitrary materials. In this regard, children's recall of the special activities was positively correlated with their recall of objects in a deliberate memory task performed at 42 months.

Children's testimony: a review of research on memory for past experiences.

This review of children's testimony focuses on research related to memory for past experiences. The aspects of the memory system that are involved in testimony are discussed and the development of autobiographical memory is examined. Relevant research findings are summarized in the context of an information-processing model of memory and the implications of this work for clinical practice are outlined. We conclude that (1) under certain conditions, even very young children can remember and report past experiences with some accuracy over very long periods of time; (2) substantial and significant developmental differences have been demonstrated in children's abilities to provide eyewitness testimony; (3) children can be influenced in a variety of ways to provide complete and elaborated reports of events that never occurred; and (4) even experts cannot always tell the difference between true and false reports.

The abilities of children with mental retardation to remember personal experiences: implications for testimony.

Investigated the abilities of children with mental retardation to remember the details of a personally experienced event. A simulated health check was administered to 20 children with mental retardation and 40 normally developing children, half matched on mental age (MA) and half matched on chronological age (CA) with the children with mental retardation. The children's memory was assessed immediately after the health check and 6 weeks later. Overall, the children with mental retardation accurately recalled the health check features, provided detail, and resisted misleading questions about features that did not occur. The group with mental retardation performed similarly to the MA matches on virtually all of the memory variables. The children with mental retardation performed worse than the CA matches on most of the memory variables, although they were able to recall a similar number of features. The findings are discussed in terms of the ability of children with mental retardation to provide accurate testimony.

Children's memory for pain.

Although there is a rich body of research on the development of children's memory for the details of personally experienced events, relatively little is known about age-related changes in the ability to remember pain. This gap in the literature is surprising, given that studies of children's memory for painful experiences are relevant to our basic understanding of cognitive development, pain perception, and--in some situations--patient management. This article examines what is known about children's memory for pain, given its inherent importance, working from the vantage point of the literature on the development of autobiographical memory. In doing so, the authors make use of an informal information-processing framework to organize their thoughts about the acquisition, retention, and distortion of information about painful experiences. Nonetheless, the authors recognize that this framework will no doubt need to be modified to take into account the complex memory representations--containing somatosensory, affective, and contextual information--that are established after exposure to painful stimulation. After the treatment of the literature, the authors discuss its implications for the clinical management of pain in pediatric settings.

Acting out the details of a pediatric check-up: the impact of interview condition and behavioral style on children's memory reports.

This investigation was designed to determine whether an enactment interview condition involving a doll and props, in contrast to a verbal interview, would enhance 3- and 5-year-olds' (N = 62) recall of a pediatric examination. An additional aim was to explore the influence of behavioral styles and language skills on children's performance, and the extent to which these relations varied by age and interview condition. Both 1- and 6-weeks following their check-ups, the children in the enactment condition, particularly the 3-year-olds, provided more spontaneous, elaborate reports than did those assessed with a verbal protocol. Nonetheless, enactment also resulted in increased errors by the 3-year-olds at the first interview, and by children in both age groups after the 6-week delay. The age and interview condition effects, however, were moderated by the children's behavioral characteristics. Among the younger children, a measure of manageability predicted performance in the enactment setting, whereas an indicator of persistence was associated with recall in the verbal condition. The results have implications for an understanding of children's memory of events and of their ability to provide testimony in legal settings.

Age differences in encoding and retrieving details of a pediatric examination.

Baker-Ward, Gordon, Ornstein, Larus, and Clubb (1993) showed that recall improves over ages 3-7 for events experienced during a physical examination. We used a joint multinomial model to ask whether the improvement was due to encoding, to retrieval, or to likelihood to report. The model fit the Baker-Ward et al. data well and showed that (1) retrieval and reporting cannot be distinguished and (2) the observed effects were due primarily to age-related improvement in retrieval reporting rather than in encoding.

Children's long-term retention of salient personal experiences.

Research on young children's long-term retention is reviewed in this article. More specifically, the abilities of 3- to 7-year-olds to remember the details of two types of medical experiences--a routine physical examination and an invasive radiological procedure--are discussed in the context of a framework for considering the flow of information in the developing memory system. The framework emphasizes four general themes about memory performance and provides a vehicle for relating research on memory development to discussions of children's testimony and adults' abilities to remember early experiences.

Children's memory for a salient medical procedure: implications for testimony.

OBJECTIVE: Protecting sexually abused children hinges on their ability to remember and report events surrounding alleged incidents of abuse. This study was designed to provide information on young children's memory and recall of stressful experiences. METHODOLOGY: Children's memory for features of a voiding cystourethrogram (VCUG) experience were examined because this invasive procedure is similar in many respects to incidents of sexual abuse. The recall performance of 24 3- to 7-year-olds was assessed immediately after the VCUG and after a delay of 6 weeks using a hierarchically structured interview protocol including both open-ended and more specific questions. To assess correlations between recall performance and distress, behavioral and physiological indicators of distress were measured during the procedure. RESULTS: The children remembered 88% of the component features of the VCUG experience at the initial assessment and 83% after 6 weeks. Behavioral and salivary cortisol measures indicated that the children were distressed during the procedure. Although several of the behavioral measures were correlated negatively with the amount of recall, levels of salivary cortisol did not predict the children's recall performance. CONCLUSION: The findings suggest that, under some conditions, young children can provide accurate and detailed reports of personally experienced distressful events.

Age-related differences in speed of processing: unconfounding age and experience.

This study was designed to explore age constraints on speed of processing on a lexical decision task. In order to unconfound age and experience, the participants were presented with two lexical decision tasks, one in German (the native language) and one in English (the second language), as well as a symbol matching task. Three groups of subjects were formed: (1) 16-year-olds who had received formal instruction in English for 5 years, (2) 16-year-olds who had received only 1 year of instruction in English, and (3) 14-year-olds who had received 3 years of instruction in English. Inclusion of these three groups permitted the study of the effects of language experience in the absence of the usual age-experience confound. When the lexical decision task involved German words and nonwords, the older children responded more quickly than the younger subjects. However, when the stimulus items were English words and non-words, this age-related progression was disrupted and response speed was related to experience with English as a second language. These results suggest that experience is an important factor to consider when trying to account for lexical access times. Implications for understanding age-related differences are discussed.

Young children's long-term retention of a pediatric examination.

Children at ages 3, 5 and 7 (N = 187) provided reports of their physical examinations immediately following the checkup and after a delay of either 1, 3, or 6 weeks, or only after 3 weeks. The protocol used for all interviews consisted of initial general prompts, followed by increasingly specific questions as needed. Recall of standard features of the examinations was scored, along with responses to questions concerning acts that did not occur. Retention of the event was extensive and accurate. Although clear age effects were observed in recall, the delay interval did not strongly affect performance over the 6-week period. The amount of forgetting was significant at ages 3 and 5, but not at age 7. With increasing age, a greater percentage of the features was spontaneously recalled. When presented with incongruous questions, all children evidenced rates of correct denials that exceeded chance and few errors of commission. The initial interview did not affect delayed recall. Implications for children's testimony are discussed.

Effects of the knowledge base on children's memory strategies.

In this article, the importance of examining the linkage between knowledge and strategic factors in children's memory has been suggested. Indeed, it has been argued that a more complete analysis of the development of remembering in children requires a consideration of the operation of memory strategies in the context of the growing knowledge base. The effects of the knowledge base were analyzed in terms of concurrent influences on the use of strategies and long-term consequences for the development of increasingly skilled memory processing. The available evidence suggests that age-related changes in the contents of the knowledge system, as well as increases in the ease with which information can be accessed, contribute to the strategies that are used by children of different ages, and influence the development of efficient modes of processing. Continued research on the concurrent effects of the knowledge base should provide a more complete account of children's memory than that currently available, taking into consideration knowledge of the materials, understanding of the task demands, as well as overall strategic abilities. Similarly, research on the long-term developmental effects of the knowledge base on memory strategies should facilitate an understanding of the mechanisms by which memory processing becomes more efficient and less effortful. Ideally, studies that examine these issues should be longitudinal in scope (Ornstein et al., 1985a), but even cross-sectional research that explores the interrelationships between strategies and knowledge will facilitate an understanding of the development of memory in children.