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Langley, Hillary A.; Coffman, Jennifer L.; Ornstein, Peter A. – Journal of Cognition and Development, 2017
Data from a large-scale, longitudinal research study with an ethnically and socioeconomically diverse sample were utilized to explore linkages between maternal elaborative conversational style and the development of children's autobiographical and deliberate memory. Assessments were made when the children were aged 3, 5, and 6 years old, and the…
Descriptors: Socialization, Memory, Young Children, Mothers
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Bauer, Patricia J.; Stewart, Rebekah; White, Elizabeth A.; Larkina, Marina – Journal of Cognition and Development, 2016
Episodic memories are of specific events and experiences associated with particular times and places. Whereas memory for the temporal aspects of past events has been a focus of research attention, memory for the location in which events were experienced has been less fully investigated. The limited developmental research suggests that…
Descriptors: Memory, Young Children, Recall (Psychology), Activities
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Hala, Suzanne; McKay, Lee-Ann; Brown, Alisha M. B.; San Juan, Valerie – Journal of Cognition and Development, 2016
Hala, Brown, McKay, and San Juan (2013) found that children as young as 2.5 years of age demonstrated high levels of accuracy when asked to recall whether they or the experimenter had carried out a particular action. In the research reported here, we examined the relation of early-emerging source monitoring to executive function abilities.…
Descriptors: Young Children, Executive Function, Memory, Recall (Psychology)
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Burns, Patrick; Russell, James; Russell, Charlotte – Journal of Cognition and Development, 2016
It is usually accepted that the binding of what, where, and when is a central component of young children's and animals' nonconceptual episodic abilities. We argue that additionally binding self-in-past (what-where-when-"who") adds a crucial conceptual requirement, and we ask when it becomes possible and what its cognitive correlates…
Descriptors: Young Children, Memory, Visual Stimuli, Video Technology
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Bauer, Patricia J.; Varga, Nicole L.; King, Jessica E.; Nolen, Ayla M.; White, Elizabeth A. – Journal of Cognition and Development, 2015
Semantic knowledge can be extended in a variety of ways, including self-generation of new facts through integration of separate yet related episodes. We sought to promote integration and self-generation by providing "hints" to help 6-year-olds (Experiment 1) and 4-year-olds (Experiment 2) see the relevance of separate episodes to one…
Descriptors: Semantics, Children, Young Children, Control Groups
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Mahy, Caitlin E. V.; Moses, Louis J. – Journal of Cognition and Development, 2015
The current study examined the impact of retention interval task difficulty on 4- and 5-year-olds' prospective memory (PM) to test the hypothesis that children periodically monitor their intentions during the retention interval and that disrupting this monitoring may result in poorer PM performance. In addition, relations among PM, working memory,…
Descriptors: Retention (Psychology), Difficulty Level, Memory, Young Children
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Peterson, Carole; Fowler, Tania; Brandeau, Katherine M. – Journal of Cognition and Development, 2015
Four- to 11-year-old children were interviewed about 2 different sorts of memories in the same home visit: recent memories of highly salient and stressful events--namely, injuries serious enough to require hospital emergency room treatment--and their earliest memories. Injury memories were scored for amount of unique information, completeness…
Descriptors: Memory, Recall (Psychology), Young Children, Children
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Goswick, Anna E.; Mullet, Hillary G.; Marsh, Elizabeth J. – Journal of Cognition and Development, 2013
Children's memories improve throughout childhood, and this improvement is often accompanied by a reduction in suggestibility. In this context, it is surprising that older children learn and reproduce more factual errors from stories than do younger children (Fazio & Marsh, 2008). The present study examined whether this developmental…
Descriptors: Multiple Choice Tests, Memory, Childrens Literature, Young Children
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Laible, Deborah; Murphy, Tia Panfile; Augustine, Mairin – Journal of Cognition and Development, 2013
Researchers have speculated that a number of factors likely predict the quality of reminiscing between preschool children and their mothers. This study was designed to investigate three such factors, including child temperament, maternal personality, and maternal caregiving representations. Seventy mothers and their preschool children were…
Descriptors: Parent Child Relationship, Mothers, Memory, Recall (Psychology)
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Peterson, Carole; Warren, Kelly L.; Hayes, Ashli H. – Journal of Cognition and Development, 2013
A problematic issue for forensic interviewers is that young children provide limited information in response to open-ended recall questions. Although quantity of information is greater if children are asked more focused prompts and closed question types such as yes/no or forced choice questions, the quality of their responses is potentially…
Descriptors: Interviews, Young Children, Stress Variables, Injuries
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Schroder, Lisa; Keller, Heidi; Kartner, Joscha; Kleis, Astrid; Abels, Monika; Yovsi, Relindis D.; Chaudhary, Nandita; Jensen, Henning; Papaligoura, Zaira – Journal of Cognition and Development, 2013
The present study examined conversations of 164 mothers from seven different cultural contexts when reminiscing with their 3-year-old children. We chose samples based on their sociodemographic profiles, which represented three different cultural models: (1) autonomy (urban middle-class families from Western societies), (2) relatedness (rural…
Descriptors: Mothers, Cultural Context, Cultural Influences, Socioeconomic Influences
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Riggins, Tracy; Cheatham, Carol L.; Stark, Emily; Bauer, Patricia J. – Journal of Cognition and Development, 2013
During the first decade of life, there are marked improvements in mnemonic abilities. An important question from both a theoretical and applied perspective is the extent of continuity in the nature of memory during this period. The present longitudinal investigation examined declarative memory during the transition from toddlerhood to school age…
Descriptors: Imitation, Toddlers, Memory, Mnemonics
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Lipko, Amanda R.; Dunlosky, John; Lipowski, Stacy L.; Merriman, William E. – Journal of Cognition and Development, 2012
In this study the authors investigated whether children demonstrated the "underconfidence-with-practice" (UWP) effect. This effect is a highly robust metacognitive illusion in which adults become underconfident in their memory performance when asked to predict their memory for the same items across multiple study-test trials. One…
Descriptors: Heuristics, Prediction, Young Children, Memory
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Schutte, Anne R.; Spencer, John P. – Journal of Cognition and Development, 2010
In early childhood, there is a developmental transition in spatial memory biases. Before the transition, children's memory responses are biased toward the midline of a space, while after the transition responses are biased away from midline. The Dynamic Field Theory (DFT) posits that changes in neural interaction and changes in how children…
Descriptors: Memory, Spatial Ability, Schemata (Cognition), Prediction
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Hedrick, Amy M.; San Souci, Priscilla; Haden, Catherine A.; Ornstein, Peter A. – Journal of Cognition and Development, 2009
This longitudinal study explores linkages between patterns of mother-child conversation as events unfold and children's subsequent event memory reports. Eighty-nine mother-child dyads took part in novel "adventures" in their homes when the children were 36 and 42 months old. In contrast to "low joint talk" dyads, the conversations of "high joint…
Descriptors: Parent Child Relationship, Mothers, Longitudinal Studies, Memory
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