Abstract:This is the accepted version of the paper.This version of the publication may differ from the final published version.
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IN PRESS Journal of Experimental Child Psychology
AbstractIn two experiments we investigated the robustness and automaticity of adults' and children's generation of false memories by using a levels-of-processing paradigm (Experiment 1) and a divided-attention paradigm (Experiment 2). The first experiment revealed that when information was encoded at a shallow level, … Show more
“…It is also important to note that age-related increases in false memories (e.g., Brainerd et al, 2008) were not quite as evident in Experiments 2 and 3, similar to other recent reports of developmentally invariant false memory effects (see Bouwmeester & Verkoeijen, 2010;Wimmer & Howe, 2010). We give two possible explanations for this.…”
Section: Correct Recall For Presented List Itemssupporting
confidence: 83%
“…However, as Wimmer and Howe (2010) found, the memory advantage for self-generated (consciously recognized as internally generated) disappears if associative information is activated automatically outside of conscious control. As we used the standard DRM task with no metamemorial strategy, it is more likely that the reduction in false recall caused by the directed forgetting instruction (that occurred for children but not adults) was a retrieval inhibition effect rather than a memory editing strategy.…”
Section: Discussionmentioning
confidence: 94%
“…Interestingly, however, when associations mapped specifically onto their knowledge base, children as young as five years were able to generate fairly automatic associates. Wimmer and Howe (2010) further assessed the robustness of children's and adults' false memories at the encoding stage. Manipulating levels-of-processing and divided attention at study reduced both adults' and children's true memories.…”
mentioning
confidence: 99%
“…In contrast to adults, children's false recognition was less robust under divided attention and shallow processing. Wimmer and Howe (2010) argued that there are some qualitative differences in children's and adults' false memories at the encoding stage. Results from both studies suggest that, consistent with predictions from the associative-activation theory, during the encoding phase, automaticity of associative activation increases with age and the false memories produced by children differ not only quantitatively but also qualitatively depending on corresponding age differences in the knowledge base.…”
In three experiments we investigated the role of automatic and controlled inhibitory retrieval processes in true and false memory development in children and adults. Experiment 1 incorporated a directed forgetting task to examine controlled retrieval inhibition.Experiments 2 and 3 utilized a part-set cue and retrieval practice task to examine automatic retrieval inhibition. In the first experiment, the forget cue had no effect on false recall for adults but reduced false recall for children. In Experiments 2 and 3, both tasks caused retrieval impairments for true and false recall, and this occurred for all age groups. Implicit inhibition, which occurs outside of our conscious control, appears early in childhood.However, because young children do not process false memories as automatically as adults, explicit inhibition can reduce false memory output.
“…It is also important to note that age-related increases in false memories (e.g., Brainerd et al, 2008) were not quite as evident in Experiments 2 and 3, similar to other recent reports of developmentally invariant false memory effects (see Bouwmeester & Verkoeijen, 2010;Wimmer & Howe, 2010). We give two possible explanations for this.…”
Section: Correct Recall For Presented List Itemssupporting
confidence: 83%
“…However, as Wimmer and Howe (2010) found, the memory advantage for self-generated (consciously recognized as internally generated) disappears if associative information is activated automatically outside of conscious control. As we used the standard DRM task with no metamemorial strategy, it is more likely that the reduction in false recall caused by the directed forgetting instruction (that occurred for children but not adults) was a retrieval inhibition effect rather than a memory editing strategy.…”
Section: Discussionmentioning
confidence: 94%
“…Interestingly, however, when associations mapped specifically onto their knowledge base, children as young as five years were able to generate fairly automatic associates. Wimmer and Howe (2010) further assessed the robustness of children's and adults' false memories at the encoding stage. Manipulating levels-of-processing and divided attention at study reduced both adults' and children's true memories.…”
mentioning
confidence: 99%
“…In contrast to adults, children's false recognition was less robust under divided attention and shallow processing. Wimmer and Howe (2010) argued that there are some qualitative differences in children's and adults' false memories at the encoding stage. Results from both studies suggest that, consistent with predictions from the associative-activation theory, during the encoding phase, automaticity of associative activation increases with age and the false memories produced by children differ not only quantitatively but also qualitatively depending on corresponding age differences in the knowledge base.…”
In three experiments we investigated the role of automatic and controlled inhibitory retrieval processes in true and false memory development in children and adults. Experiment 1 incorporated a directed forgetting task to examine controlled retrieval inhibition.Experiments 2 and 3 utilized a part-set cue and retrieval practice task to examine automatic retrieval inhibition. In the first experiment, the forget cue had no effect on false recall for adults but reduced false recall for children. In Experiments 2 and 3, both tasks caused retrieval impairments for true and false recall, and this occurred for all age groups. Implicit inhibition, which occurs outside of our conscious control, appears early in childhood.However, because young children do not process false memories as automatically as adults, explicit inhibition can reduce false memory output.
“…According to associative activation theory (AAT: Howe et al, 2009), false memories are caused by the activation of associates of the list items. Developed from the activation-monitoring account proposed by Roediger et al (2001), AAT attributes the developmental increase in false memories to the increasing automaticity with which associates are activated , 2010. According to FTT , false memories increase with age because children are less able than adults to extract the gist traces of DRM lists.…”
This is the accepted version of the paper.This version of the publication may differ from the final published version.
Permanent repository link
AbstractThe effect of test-induced priming on false recognition was investigated in children aged 5, 7, 9, and 11 years using lists of semantic associates, category exemplars, and phonological associates. Consistent with effects previously observed in adults, nine-and eleven-year-olds showed increased levels of false recognition when critical lures were preceded by four studied items. This pattern was present with all three list types. In contrast, no effects of test-induced priming were observed in five-or seven-year-olds with any list type. The findings also support those of previous studies in showing a developmental shift from phonological to semantic false memories. The findings are discussed in terms of current theories of children's false memories.
Unlike the traditional view of memory development that dominated researchers' agendas throughout the 20th century, the current chapter is focused on research that has defined theoretical advances in the early 21st century. The chapter begins with a brief review of the earlier 20th‐century views about memory development and then turns to three additional issues that have enjoyed a renewed interest early in the 21st century. The first issue changes the theoretical focus from questions about the structure of memory and its development to one about the (adaptive) function of memory. What the research shows is that at least some of the functional attributes of memory include the extraction of meaning, binding information into regular patterns, and using these patterns to predict future outcomes. The second issue addressed in this chapter concerns how these adaptive memory systems develop. To answer this question, I review recent research that has examined correlated changes in neurobiological and cognitive functioning. The final issue concerns whether we share these adaptive memory developments with other animals. The answer to this is found by reviewing the comparative memory development literature. Overall, this adaptive view of memory suggests that it develops not simply to remember one's past, but to understand the present, and anticipate the future.
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