Parameters of Remembering and Forgetting in the Transition from Infancy to Early Childhood

Häftad, Engelska, 2000

Av Patricia J. Bauer, Jennifer Wenner, Patricia Dropik, Sandi Wewerka, USA) Bauer, Patricia J. (University of Minnesota, USA) Wenner, Jennifer (University of Minnesota, USA) Dropik, Patricia (University of Minnesota, USA) Wewerka, Sandi (University of Minnesota, Patricia J Bauer

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An exploration of memory formation in young childrenParameters of Remembering and Forgetting in the Transition from Infancy to Early Childhood details research findings related to long-term memory formation in young children. While it has long been assumed that adults do not retain memories of their infancy, this study explores the possibility that long-term memories do form, and may manifest in different ways as a child matures. This book explores the study's methods, events, and analysis of results, with extensive appendices that provide additional information regarding the testing system, analysis parameters and control, and the specifics of research design that allayed effects on the participants' performance.

Produktinformation

Utgivningsdatum2000-01-29
Mått155 x 229 x 13 mm
Vikt318 g
FormatHäftad
SpråkEngelska
Antal sidor200
FörlagJohn Wiley and Sons Ltd
ISBN9780631225720

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Patricia J. Bauer (Ph.D., 1985, Miami University) is Asa Griggs Candler Professor of Psychology, and Senior Associate Dean for Research, Emory College of Arts and Sciences, Emory University. She has received many awards, honors, and grants for her research on cognitive development. She serves on the Editorial Boards of Developmental Review, Journal of Experimental Child Psychology, and Memory. She is Editor of the Monographs of the Society for Research in Child Development, author of the award-winning volume, Remembering the Times of Our Lives: Memory in Infancy and Beyond (2007, Erlbaum), and Co-Editor of the forthcoming Wiley-Blackwell Handbook on the Development of Children's Memory.Jennifer A. WennerPatricia L. DropikSandi S. Wewerka

Abstract. 1. Introduction.2. Method and Analytic Strategy.3. Children Tested on Four-Step Event Sequences.4. Children Tested on Three-Step Event Sequences.5. Sixteen-Month-Olds Tested on Four-Step Event Sequences Compared with 16-Month-Olds Tested on Three-Step Event Sequences.6. Predictions of Long-Term Mnemonic Performance.7. Summary and Interpretation of Major Findings.8. Implications of the Findings and Conclusions.Appendix A: Event Sequences Used.Appendix B: Potential Effects on Childrens' Performance of Features of the Research Design.Appendix C: Potential Effects on Children's Performance of Child Language and Gender.References.Acknowledgements.Commentary: Historical and Future Trends in Studying the Development of Long-Term Retention: Mark L. Howe.Contributors.Statement of Editorial Policy.