Childhood amnesia refers to the inability of adults to recall events that occurred during their infancy and early childhood. Although it is generally assumed that children and adolescents also experience childhood amnesia, with limited exceptions, most empirical research on the phenomenon has focused exclusively on adults. Here, we developed a new Timeline procedure to directly compare the early memories reported by children, adolescents, and adults. Overall, the proportion of memories reported before the age of 3 years was greater for the children and adolescents relative to the adults. In addition, the single earliest memory reported by children and adolescents was at a younger age than that reported by adults. In fact, the earliest memories reported by the children and adolescents, but not the adults, were significantly younger than the traditional 3 (1/2)-year-old boundary of childhood amnesia. Regardless of the age of the rememberer, participants' early memories had the same episodic characteristics. We conclude that the boundary and the density of childhood amnesia may increase over the course of human development and that age-related changes in basic memory mechanisms make an important contribution to our understanding of the source of childhood amnesia.

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Two alternative hypotheses have been generated to account for seasonal variation in the birth weight of human infants born in industrialized countries. First, it has been hypothesized that low ambient temperature during the second trimester of gestation decreases birth weight. Second, it has been hypothesized that exposure to bright sunshine during the first trimester increases birth weight. We tested these two hypotheses to determine which, if either, accounted for seasonal variation in birth weight of full-term infants. Birth weight data, collected over a 5-year period, were analyzed as a function of peak and trough sunshine and ambient temperature. Although there was no effect of ambient temperature during any trimester on birth weight, infants whose mothers were exposed to peak sunshine during their first trimester were born significantly heavier than infants whose mothers experienced trough levels of sunshine during the same trimester. Furthermore, infants whose mothers were exposed to trough levels of sunshine during their second and third trimesters were born significantly heavier than infants whose mothers were exposed to peak levels of sunshine during the same trimesters. We hypothesize that high levels of sunshine during early gestation may increase the level of insulin-like growth factor (IGF)-1, facilitating prenatal growth.

We observed that higher levels of drinking were associated with small, yet statistically significant, differences in psychological outcomes for men and women. Our findings are of uncertain clinical significance; however, they underscore the importance of investigating a fuller range of social and personality factors that may confound the association of drinking and psychological outcomes.

Māori (Indigenous New Zealand) university graduates are role models for educational success and are critical for the social and economic wellbeing of Māori whānau (extended family) and communities. In this study, Māori graduates ( N = 626) from all eight New Zealand universities participated in the Graduate Longitudinal Study New Zealand between July and December 2011. They were asked to describe factors that they found helpful or challenging to the completion of their qualifications. Graduates described a range of external (e.g. family), institutional (e.g. academic support), and student or personal (e.g. persistence) factors. Describing the experiences of Māori graduates can provide a blueprint for future indigenous success by building an evidence base of the factors that may promote indigenous higher educational achievement in New Zealand and internationally.

Increasing the numbers of Pacific Island students who graduate from New Zealand universities is important for the students' futures, their families, communities, and society in general. In the present study, Pacific graduates (N=365) who are participants in the Graduate Longitudinal Study New Zealand were asked to describe what factors helped or hindered their qualification completion. Graduates from all eight New Zealand universities were surveyed between July and December 2011. Pacific graduates identified external (for example, family), institutional (for example, university staff), and student/personal (for example, motivation) factors that both helped and hindered the successful completion of their studies. Understanding the hindrance factors faced by Pacific students and the factors that have contributed to their educational success can help to inform policy and practice to achieve national priorities of equity and successful outcomes for Pacific learners.

There is an unquestionable need to address drinking patterns in subcultures where excessive drinking is normative. Regulatory bodies advocate moderating alcohol consumption but it is unclear whether individuals have agency to do so, particularly when excessive consumption is the norm. This study aimed to address this gap by examining student’s perceptions of limiting consumption, as recommended by government guidelines, in one university in New Zealand. Using a qualitative social science approach, university students surveyed and interviewed their heavy-drinking peers (n = 201) to investigate perceptions of 3 drinking behaviors (Heavy, Moderation, and Abstinence). Thematic analysis revealed that students who drink heavily are labeled positively and viewed as sociable (Dr Froth, Liver of Steel, Trooper, Champion, Hero, Good Alcoholic, popular, a friend). Students who limit drinking, on the other hand, were viewed similar to those who abstain, labeled using explicit, emotive, and derogative terminology (eg, Fag, Vagina, Grandma, Weirdo, Coward, Killjoy) and excluded, ostracized, or the subject of peer pressure. They were also expected to provide a justification for moderating their drinking (eg, being an athlete, broke). Although individuals who moderated their consumption were perceived to have strong willpower and maturity (eg, self-aware, brave, sophisticated), these positive attributes were mentioned less frequently and involved less emotive language than were labels linking moderation to a negative social identity. The method employed in this study provided a frank insight into a student culture of intoxication and the barriers facing students who try to drink in moderation. Our findings reveal that limiting consumption, even occasionally, threatens students’ social identity and inclusion in the student drinking culture. These results suggest that individualistic harm minimization strategies are unlikely to be effective. Instead, the findings underscore the need to develop alternative cultures emphasizing extracurricular activities which may facilitate students’ agency to go against the norm and moderate their drinking.

Higher education confers significant private and social benefits. Māori and Pacific peoples are under-represented within New Zealand universities and have poorer labour market outcomes (e.g., lower wages, under-represented in skilled professions). A New Zealand tertiary education priority is to boost Māori and Pacific success in an effort to improve outcomes for these graduates, their communities and society in general. Using information collected in the Graduate Longitudinal Study New Zealand, we compared Māori and Pacific university graduate outcomes with outcomes of other New Zealand graduates. Data were collected when the participants were in their final year of study (n=8719) and two years post-graduation (n=6104). Employment outcomes were comparable between Māori, Pacific and other New Zealand graduates at two years post-graduation; however, Māori and Pacific graduates had significantly higher student debt burden and financial strain over time. They were significantly more likely to help others (e.g., family) across a range of situations (e.g., lending money), and reported higher levels of volunteerism compared to their counterparts. Boosting higher education success for Māori and Pacific students has the potential to reduce ethnic inequalities in New Zealand labour market outcomes and may result in significant private benefits for these graduates and social benefits as a result of their contribution to society.