Parent–child relationship quality and infantile amnesia in adults

Peterson, Carole; Nguyen, Duyen T.

doi:10.1348/000712609x482948

Cited by 21 publications

(15 citation statements)

References 63 publications

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“…As in other studies, the age and density measures were correlated, r(88) 0 (.83, p B.001 (e.g., Peterson & Nguyen, 2010;Peterson et al, 2009;Reese et al, 2010). However, to be consistent with the literature, age and density were analysed separately.…”

Section: Resultssupporting

confidence: 81%

“…Primary school (formal schooling) is compulsory in Italy for everyone, and starts at age 6. The mention of kindergarten as a temporal landmark to prompt for earliest memory is consistent with Peterson and Nguyen (2010). Consistent with previous work (Jack & Hayne, 2007;Reese et al, 2010), for the earliest memories recalled we asked the following questions: (a) How old were you?…”

Section: Methodssupporting

confidence: 67%

“…For example, women (Davis, 1999;Dudycha & Dudycha, 1933;Mullen, 1994) reported earlier first memories than men in some studies, but in other studies (Peterson & Nguyen, 2010;Peterson, Smorti, & Tani, 2008;Peterson, Wang, & Hou, 2009;Wang & Conway, 2004;West & Bauer, 1999) no gender difference was found. Moreover, firstborns (Harpaz-Rotem & Hirst, 2005;Mullen, 1994), those who moved during early childhood, and those who attended preschool (Mullen, 1994) all have earlier first memories.…”

mentioning

confidence: 85%

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“The people I grew up with”: The role of sociodemographic factors in early memories in an Italian sample

Artioli

Cicogna

Occhionero

et al. 2012

Memory

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This within-culture study aimed to investigate the age and density of earliest memories in a sample of Italian young adults. The framework of this study is sociocultural, with an emphasis on family reminiscing as contributing to early memories. In this regard Italy is of interest due to the fact that it is a Western but familial oriented culture, where multi-generational family ties are still strong in comparison with other European counterparts, providing for the opportunity to investigate the offset of childhood amnesia as a function of growing up in an extended family structure. Consistent with Mullen (1994), 90 undergraduate students were interviewed about their earliest memory and about sociodemographic factors in their early childhood years: household composition, gender, birth order, presence of family moves, and significant early childhood experiences. Participants who grew up in an extended family situation reported earlier and denser memories in comparison with those from nuclear families. Results are discussed in light of other cross-cultural work on childhood amnesia and with respect to sociocultural theories of the importance of family reminiscing for one's early memories.

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Section: Resultssupporting

confidence: 81%

Section: Methodssupporting

confidence: 67%

mentioning

confidence: 85%

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“The people I grew up with”: The role of sociodemographic factors in early memories in an Italian sample

Artioli

Cicogna

Occhionero

et al. 2012

Memory

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show abstract

“…Furthermore, those individuals that have parents who are more supportive and involved with their children have relatively more positive memory reports about parents than do those individuals with more conflictual and less positive parent-child relationships [7,34,44]. However, these researchers assessed the overall emotional tone of short memory reports that had been gathered during a memory fluency task rather than assessing the number and emotional valence of specific emotion words in individuals' memory narratives about parents -which are considerably longer than the short reports elicited by a memory fluency task.…”

Section: Narratives -The Language Of Memoriesmentioning

confidence: 99%

The Language of Memory: Narrating Memories of Parents and Friends

Smorti¹,

Peterson²,

Tani³

2016

TOPSYJ

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Abstract:The purpose of this study was to compare narrated memories of parents and friends, recounted by both males and females. A total of 177 Italian undergraduates were asked to recall and to write in detail one relevant memory regarding their relationship with either parents or friends during adolescence. Half of the participants wrote a narrative about parents and half about friends. Narratives were examined using both a content and a lexical linguistic method of analysis.The results showed that the language of memories was substantially influenced by the identity of the social partners that were part of the remembered events. In particular the ratio of negative emotion words to all words and the use of 'I' personal pronouns were higher when participants recounted memory narratives about parents rather than friends, and 'We' was used more in narratives about friends. Gender differences were found as well. The authors interpret the results as suggesting that the language of memory is affected by the type of interpersonal relationship that exists between the narrator and the other participants in the remembered events as well as by the gender of the narrator. In other words, memory narratives both reflect and are influenced by the relationships within which an individual is embedded.

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“…After the 4 minutes had passed, participants were asked to provide their ages, in years and months, at the time of each reported event. Following procedures used in previous research (Peterson & Nguyen, 2010), interviewers provided prompts (e.g., season of the year) as needed to help the participant accurately date the remembered event. Participants were also asked to report the vividness of each memory on a Likert scale (1 = very vague, 7 = vivid), and the emotion, if any, that was attached to the memory.…”

Section: Experiments 1: Memory Fluency Methodsmentioning

confidence: 99%

Childhood remembered: Reports of both unique and repeated events

Peterson

Baker‐Ward

Grovenstein

2015

Memory

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To explore the significance of repeated memories for individuals' personal histories, we compared the characteristics of young adults' unique and repeated memories of childhood experiences. Memory type (unique vs. repeated) was a within-participant variable. In Experiment 1, college-age participants generated as many early memories as possible in 4 minutes; in Experiment 2, another sample provided complete reports of five early memories in each condition. In both experiments, participants rated the vividness, biographical importance and personal meaning of each memory and labelled the accompanying emotion. Unique memories were more vivid than repeated memories as well as more likely to include negative emotion, regardless of the method of reporting. Most importantly, college students rated their memories for unique and repeated events as equivalently infused with personal meaning. Analysis of the content of the memories reported in Experiment 2 established that unique and repeated memories did not differ in word count or percentages of perceptual terms or words indicating positive affect, although unique memories contained a greater percentage of negative affect. Additional analyses of content provided evidence for differences in the functions served by unique and repeated memories. The results have implications for the study of autobiographical memory and for identifying over-general memories.Keywords: Autobiographical memory; Childhood; Life story; Repeated events; Unique events.Our lives largely comprise everyday events, and some of those events occur almost every day, at least for periods of time. Despite the extent to which repeated episodes constitute lived experience, they have traditionally been excluded from conceptualisations of autobiographical memory. For example, Nelson and Fivush (2004) define autobiographical memory as "an explicit memory of an event that occurred in a specific time and place in one's personal past" (p. 486). Recently, however, Rubin and Umanath (2015) have challenged the assumption that event memory must consist of unique episodes. They argue that some episodes are so similar that they are reported as a single scene at recall and that "the properties and construction of such repeated events overlap too heavily with those of unique events to be considered fundamentally different from them" (p. 10). In this paper, we contribute to the understanding of the similarities and distinctions between memories of unique versus repeated events, focusing particularly on the personal importance and content of these two categories of memories for childhood experiences. The examination of childhood memories allowed us to explore the extent to which memories of unique versus repeated events are available as influences on the self-concept and life story (Habermas & Bluck, 2000) at emerging adulthood.Consistent with Waters, Bauer, and Fivush (2014), we define unique memories as reports of past single events experienced by the participant at a particular time and place, and repeated memories as repr...

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Parent–child relationship quality and infantile amnesia in adults

Cited by 21 publications

References 63 publications

“The people I grew up with”: The role of sociodemographic factors in early memories in an Italian sample

“The people I grew up with”: The role of sociodemographic factors in early memories in an Italian sample

The Language of Memory: Narrating Memories of Parents and Friends

Childhood remembered: Reports of both unique and repeated events

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