Reality recalled by preschool children

Abstract

The usefulness of current approaches to the s t u 4 of memory and its development is discussed, and data are presented from a study that attempted to extend the focus of memory research using more naturalistic research techniques. Reality Recal led by Preschool ChildrenChristine M. Todd Marion PerlmutterThe purpose of this chapter is to provide information about the memory abilities of preschool children in relatively natural settings. Following a brief summary of what is currently known about memory functioning during this time period, the usefulness of current approaches to the study of memory and its development is discussed. Data are then presented from a study that attempted to extend the focus of memory research using techniques believed to be better suited to the study of very young children. The specific aims of the investigation were (1) to gain some understanding about the amount and type of information preschool children communicate to adults about past events in relatively natural situations, (2) to assess what elicits memory in the conventional format, (3) to get some idea of the time intervals over which young children retain information that is used in everyday conversations, and (4) to compare young children's performance on recall tasks that have different memory requirements. Following presentation of this research, the relevance of the findings to future research is discussed.

Recall, clustering, and metamemory in young children

“…1980; Todd & Perlmutter, 1980;Wellman & Somerville, 1980). Under certain task situations it appears that even preschool children have some idea of memorization as an active process requiring deliberate effort.…”

Memory development between 2 and 20

“…Bühler (1930) pointed out that 2-year-olds sometimes remernher even infrequent events for a long period of time. There are sirnilar reports in more reeent sturlies (e.g., Nelson & Ross, 1980;Todd & Perlmutter, 1980).…”

“…Whereas Todd and Perlmutter (1980) characterized the memories of3-to 5-yearolds for everyday events as examples of "nondeliberate" memory, Somerville, Wellman, and Cultice (1983) studied children's prospective memory for everyday activities in an effort to fmd deliberate memory behavior by preschoolers. Parents cooperated in this study of2-to 4-year-olds.…”

Affect and memory in young children

“…Nonpurposive or incidental memory was of interest in this study since this type of memory is most common with kindergarten-age children (Istomina, t948/1975;Todd & Perlmutter, 1980). Although most studies of children's incidental memory assess recall immediately after presentation of the items, in the present experiment a delay of 15 minutes was employed to reflect more closely naturally occurring conditions.…”

“…For example, these studies have repeatedly demonstrated that children become increasingly competent users of strategies with age. However, even young children demonstrate fairly good performance when given developmentally appropriate tasks (Todd & Perlmutter, 1980). Unfortunately, this emphasis on strategies has led to a neglect of other areas of potential importance for understanding memory development (Brown, Bransford, Ferrara, & Campione, 1983).…”