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Typical & atypical development > Autobiographical memory > Flashcards

Autobiographical memory Flashcards

1
Q

What is autobiographical memory?

A

Specific personal memory about the self

Includes who, what, when, where memories

Strong emotion attached

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2
Q

Is AM short-/long-lasting?

A

Long-lasting

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3
Q

What is recognition memory?

A

Realising that a perceptually present stimulus/event has been encountered before

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4
Q

How is recognition memory tested in infants?

A

Delayed imitation

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5
Q

What is recall memory?

A

Retrieval of a past stimulus/event that isn’t perceptually present

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6
Q

How is recall memory tested in infants?

A

Delayed recall

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7
Q

How do we test recall in adults?

A
  • digit recall
  • object recall
  • memorising a word list
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8
Q

What type of memory is involved in being able to write an essay?

A

Recall memory

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9
Q

What type of memory is involved in knowing the answer to an MCQ?

A

Recognition memory

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10
Q

What are elaborative mothers?

A
  • provide a narrative structure for the recall of events
  • provide info whilst letting the child add their own info
  • more elaborative
  • talk about what the child is interested in
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11
Q

What are repetitive mothers?

A
  • repeat the same question in different ways until the child produces the answer required/mother gives in & tells the child
  • no structure in their conversations
  • mother doesn’t add new info
  • don’t talk about what the child is interested in
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12
Q

Fivush (2010) found that mothers who reminisce with their child in elaborative ways…

A

…have children who develop more detailed & coherent AMs

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13
Q

Hudson (1990) found large differences between children with elaborative vs. repetitive mothers on memory for which types of events?

A

Past events

Old events (talked about more than once)

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14
Q

Hudson (1990) found little differences between children with elaborative vs. repetitive mothers on memory for which types of events?

A

Recent events

New events (talked about once)

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15
Q

What types of events did Hudson (1990) find that children with elaborative mothers remembered better (vs. repetitive mothers)?

A

Past events

Old events - old info was reinforced by their mother when they talked about it together, more detail was added & the infant built up a narrative

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16
Q

What is a limitation of Hudson’s (1990) study?

A

Correlational - doesn’t imply causation (but can still determine associations)

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17
Q

Researchers assessed children’s memory at 2 1/2 years old, & then memory & narrative at 3 1/2 years old. Who did this study & what did they find?

A

Reese & Newcombe (2007)

Children of elaborative mothers had richer & more accurate memories

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18
Q

What might children develop for commonly-occuring events/routines?

A

Schemas

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19
Q

What are the phases of schema development?

A
  1. Schema confirmation

2. Schema deployment

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20
Q

What type of events do infants concentrate on when in schema confirmation?

A

Typical aspects of a situation

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21
Q

What happens in schema confirmation?

A
  • the same things are happening in the same order on each occasion
  • the child forms a representation of the event
  • the child focuses on typical aspects of the event
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22
Q

When does a child enter schema deployment?

A
  • when the schema has been formed

- the child focuses on atypical aspects of the event

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23
Q

Farrar & Goodman (1992) had 4 & 7 year-olds experience an unfamiliar event (= script event) 1 or 3 times, then introduced deviations from this script event (= episodic event). When they assessed the children’s recall 1 week later, what did they find?

A

4 y/o remembered the same low proportion of events in the script & episodic events after 1 visit (if they don’t have a schema, they don’t know what is typical/atypical)

7 y/o remembered more about the episodic event than the script event after 1 visit (they had built up a schema & used it to identify what was atypical)

4 y/o kept learning more about the script event even after 3 repetitions

7 y/o forgot the script event & remembered more about the episodic event with repetition (atypical aspects became typical & they began schema confirmation)

24
Q

According to Farrar & Goodman (1992), what stages of schema development were the 4 y/o & 7 y/o in their study?

A

4 y/o - schema deployment

7 y/o - schema confirmation

25
Q

When a child is in schema confirmation after the event has been repeated, what type of events will they remember? Typical/atypical?

A

Typical

26
Q

When a child is in schema deployment the first time an event takes place, what type of events will they remember? Typical/atypical?

A

Atypical

27
Q

When a child is in schema deployment after the event has been repeated, what type of events will they remember?
Typical/atypical?

A

Atypical (unless they are repeated so often that they become typical events)

28
Q

What affects the age at which children move from schema confirmation to deployment?

A
  • the cognitive complexity of the event

- the child’s experience of the event

29
Q

What stage do infants spend most time in? Schema confirmation/deployment

A

Confirmation

30
Q

Why might infants be more likely to forget info in they are in schema confirmation?

A

Attend to typical events –> unlikely to be memorable events, so will probably be forgotten later in life

31
Q

What causes infantile amnesia, according to Josselyn & Frankland (2012)?

A

The constant addition of new neurons to the hippocampus

32
Q

Which area of the brain shows high levels of neurogenesis, linked to infantile amnesia?

A

Hippocampus

33
Q

Infants have an inability to form STMs/LTMs?

A

LTMs

34
Q

What does the decline of post-natal hippocampus neurogenesis levels correspond to?

A

Emergence of the ability to form LTMs

- high neurogenesis levels regulate the ability to form LTMs

35
Q

When attention abilities improve, what else does too?

A

Memory strategies

36
Q

What are memory strategies?

A

Deliberate mental operations used to increase the likelihood of retaining info in WM and transferring it to our LT knowledge base

37
Q

What is rehearsal?

A

Repeating info to yourself

It holds info in WM

38
Q

What is organisation?

A

Grouping related items together

39
Q

When do we start using elaboration?

A

By the end of middle childhood

40
Q

What is elaboration?

A

Creating relationships between pieces of info that don’t belong to the same category

41
Q

How do we retrieve info from our LT knowledge base?

A

Recognition, recall, reconstruction

42
Q

What is recognition?

A

Noticing that a stimulus is identical/similar to one we have previously experienced

Recognition is the simplest form of retrieval because material-to-be-remembered is present during testing to serve as its own retrieval cue

It is a fairly automatic process

43
Q

What is recall?

A

Generating a mental representation of an absent stimulus

44
Q

When does the ability to recall begin?

A

After 6 months-old

45
Q

At age 2, we can’t recall more than 1/2 items. At age 4, we can only recall 3/4 items. Who found this?

A

Perimutter (1984)

46
Q

Which skill/s improves our ability to recall info?

A

Language development

- enhances our long-term representations of lists of items and past experiences

47
Q

What improves more - recognition or recall?

A

Recall

- older children use a wider range of retrieval cues

48
Q

What happens to the LT knowledge base as we get older?

A
  • expands

- becomes more organised into elaborate, hierarchically-structured networks

49
Q

How do we remember complex info (i.e. what do we have to do)?

A

We must select and interpret info that we encounter everyday in terms of our existing knowledge

50
Q

What is reconstruction of info?

A

Condensing, integrating and adding new info

51
Q

What is the Fuzzy Trace theory?

A

When we first encode info, we reconstruct it automatically and create a vague, fuzzy version (= a gist) which preserves essential meaning without details that is useful for reasoning

52
Q

According to the Fuzzy Trace theory, which do we have a bias towards - a gist or the literal verbatim version - and why?

A

Gist

- requires less space in WM

53
Q

With age, do we rely more on gists or the literal verbatim version of events?

A

Fuzzy reconstructed gists

54
Q

Which is more likely to be forgotten - gists or the literal verbatim version?

A

Fuzzy gists

55
Q

Why are gists more likely to be remembered than the literal verbatim version?

A
  • serve as enduring retrieval cues

- contribute to improved recall of details with age

56
Q

What is the limitation of remembering gists better than the literal verbatim version?

A

It can increase the likelihood of reporting false items consistent with the fuzzy meaning of an experience/event

Typical & atypical development (11 decks)

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