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Parameters of Remembering and Forgetting in the Transition from Infancy to Early Childhood. Edition No. 1

  • ID: 5227428
  • Book
  • January 2000
  • 200 Pages
  • John Wiley and Sons Ltd

An exploration of memory formation in young children

Parameters 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.

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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.

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Patricia J. Bauer University of Minnesota, USA.

Jennifer Wenner University of Minnesota, USA.

Patricia Dropik University of Minnesota, USA.

Sandi Wewerka University of Minnesota, USA.
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