Children’s Memory for Emotionally Negative Experiences: An Eyewitness Memory Perspective

Marche, Tammy A.; Salmon, Karen

doi:10.1007/978-1-137-29251-3_6

Cited by 6 publications

(4 citation statements)

References 218 publications

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“…Although the event we studied was rich, novel, and interactive, it was pleasant; we cannot assume that the same competencies that would be observed had the experience been more stressful or traumatic. Studies suggest that, in general, children's memories of highly emotional negative experiences may be remarkably enduring (see Marche & Salmon, , for a recent review). Events likely to precede court involvement tend to be physically and emotionally damaging, prolonged, or repeated, and may involve significant figures in the children's lives; all of these factors may themselves affect how and whether children disclose and the extent to which they are able to recall and report their experiences.…”

Section: Discussionmentioning

confidence: 99%

Preserving the Past: An Early Interview Improves Delayed Event Memory in Children With Intellectual Disabilities

2015

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The influence of an early interview on children's (N = 194) later recall of an experienced event was examined in children with mild and moderate intellectual disabilities (CWID; 7–12 years) and typically developing (TD) children matched for chronological (7–12 years) or mental (4–9 years) age. Children previously interviewed were more informative, more accurate, and less suggestible. CWID (mild) recalled as much information as TD mental age matches, and were as accurate as TD chronological age matches. CWID (moderate) recalled less than TD mental age matches but were as accurate. Interviewers should elicit CWID's recall as early as possible and consider developmental level and severity of impairments when evaluating eyewitness testimony.

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Section: Discussionmentioning

confidence: 99%

Preserving the Past: An Early Interview Improves Delayed Event Memory in Children With Intellectual Disabilities

2015

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“…One contributing factor may be the lack of narrative coherence of the child's early memories and limited subsequent revisiting (or reinstatement) of the memory in conversation; as we discussed earlier, narrative coherence helps memories to persist over time (Morris et al, 2010). A second overlapping factor may be that in the context of an avoidant attachment relationship and lack of validation of her feelings and discussion of their causes, the child has developed avoidant coping strategies in which she attempts to ignore or suppress her negative memories (Goodman, Quas, & Ogle, 2010;Marche & Salmon, 2013). In support of this possibility is the research by Goodman and colleagues, discussed in our first section, demonstrating the influence of the parents' avoidant attachment status on children's distress during and poorer memory of the VCUG.…”

Section: Forgettingmentioning

confidence: 99%

“…Many highly stressful or traumatic experiences can be remembered well and reported in detail years later (Marche & Salmon, 2013;Ogle et al, 2013). Indeed, Goodman and her colleagues (2010) concluded that maltreated children should demonstrate enhanced memory for their experiences because of their information processing bias towards negative or threatening information.…”

Section: Enhanced Memorymentioning

confidence: 99%

Talking (or Not Talking) about the Past: The Influence of Parent–Child Conversation about Negative Experiences on Children's Memories

Salmon

Reese

2015

Applied Cognitive Psychology

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We review research investigating the influence of conversations between parents and their children about past negative experiences on children's memory and management of their emotional experiences. To do so, we are guided by social cultural developmental theory and a developmental psychopathology framework. In the first section, we first discuss the 'best case' scenario, in which parents and child have a close relationship within which the child's negative emotions can be discussed and understood, and the child's ability to remember her experiences in a detailed and coherent narrative form is optimised. In the second section, we turn to the most problematic scenario of child maltreatment, including child sexual abuse, and consider the implications for children's memory when these optimizing factors are not present or are limited. Finally, we discuss exemplar intermediary scenarios. We propose that early problems acquiring critical skills for remembering emotional experiences in the context of parent-child relationships can have negative consequences for children's memory but also for their psychological functioning more broadly, which can extend across development.

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“…Moreover, children’s recall of their experiences can influence clinical and forensic assessment. In each context, children may be required to report their own and other peoples’ emotional reactions and consequences and non-emotional event details (Cederborg, Lamb, & Laurell, 2007; Marche & Salmon, 2013; Pipe & Salmon, 2008; Salmon, 2006). In the current study, we investigated children’s recall of emotional (positive, negative) and non-emotional (neutral) information embedded in stories that were developed to reflect everyday concerns that might be experienced by young children (5–6 years).…”

Section: Introductionmentioning

confidence: 99%

The good, the bad, and the neutral: The influence of emotional valence on young children's recall.

Bergen

Wall

Salmon

2015

Journal of Applied Research in Memory and Cognition

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a b s t r a c tDespite the important theoretical and applied implications, there is limited experimental research investigating the influence of emotional valence on young children's verbal recall of everyday emotional experiences. This issue was addressed in the current study. Specifically, we investigated young children's (5-6 years) recall of emotional experiences presented in six brief stories. To address methodological limitations of the small body of existing literature, we adopted a within participants design in which story content was matched and valence (positive, negative, neutral) was counterbalanced across stories. Fifty-four children were presented the six stories via narrated slideshow, and recall was assessed after delay. Results showed that emotional stories were better recalled than neutral stories and negatively valenced stories were better recalled than positively valenced stories. The recall advantage of negatively valenced information was found for all aspects of each story, suggesting that negative valence renders events particularly memorable.

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Children’s Memory for Emotionally Negative Experiences: An Eyewitness Memory Perspective

Cited by 6 publications

References 218 publications

Preserving the Past: An Early Interview Improves Delayed Event Memory in Children With Intellectual Disabilities

Preserving the Past: An Early Interview Improves Delayed Event Memory in Children With Intellectual Disabilities

Talking (or Not Talking) about the Past: The Influence of Parent–Child Conversation about Negative Experiences on Children's Memories

The good, the bad, and the neutral: The influence of emotional valence on young children's recall.

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