Two-year-old talk about the past

Fıvush, Robyn; Gray, Jacquelyn T.; Fromhoff, Fayne A.

doi:10.1016/s0885-2014(87)80015-1

Cited by 237 publications

(156 citation statements)

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“…For example, infants have been shown to remember how to make a crib mobile move (by kicking) when tested days later. By 3 years of age children can recall experiences for increasingly longer periods of time (e.g., Bruck, Ceci, Francouer, & Renick, 1995;Fivush, Gray, & Fromhoff, 1987;Quas & Schaaf, 2002), but are likely to have forgotten the incidents by adulthood (see Peterson, 2012, for a review). This phenomenon has been termed 'infantile amnesia' and has been demonstrated in many studies (Peterson, 2012).…”

Section: Important Characteristics Of Memory Developmentmentioning

confidence: 99%

The NICHD protocol: a review of an internationally-used evidence-based tool for training child forensic interviewers

Rooy

Brubacher

Aromäki-Stratos

et al. 2015

Journal of Criminological Research, Policy and Practice

129

106

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This article reviews an evidence-based tool for training child forensic interviewers called the NICHD Protocol, and the relevant research on: children's memory development; communication; suggestibility; the importance of open-prompts, and challenges associated with interview training. We include international contributions from experienced trainers, practitioners, and scientists, who are already using the Protocol or whose national or regional procedures have been directly influenced by the NICHD Protocol research (Canada, Finland, Israel, Japan, Korea, Norway, Portugal, Scotland, and United States). Throughout the review, these experts comment on: how and when the Protocol was adopted in their country; who uses it; challenges to implementation and translation; training procedures; and other pertinent aspects.We aim to further promote good interviewing practice by sharing the experiences of these experts. The NICHD Protocol can be easily incorporated into existing training programs worldwide and is available for free. It was originally developed in English and Hebrew and is available in several other languages at nichdprotocol.com. Central to the development of interview guidelines has been knowledge of how memory works, children's developmental capabilities, and the conditions that improve children's ability to discuss their abuse experiences. After many decades of experimental and applied memory research, conducted primarily by psychologists, we have come to understand the strengths, weaknesses, and features of children's memory very well, and this knowledge has shaped many professional recommendations about interviewing children (e.g., American Professional Society on the Abuse of Children [APSAC], 1990[APSAC], , 1997 Home Office, 1992, 2002, Lamb, Orbach, Hershkowitz, Esplin, & Horowitz, 2007; Ministry of Justice, 2011; Poole & Lamb, NICHD PROTOCOL REVIEW 4 1998; Scottish Executive, 2003. Because our knowledge of memory is now so advanced, core recommendations made by professional bodies worldwide share remarkable consensus Lamb, La Rooy, Malloy, & Katz, 2011). Small differences in recommended procedures usually arise out of regional idiosyncratic legal constraints, rather than disagreements between scientists about the basic nature of memory and children's developing abilities. While structured, the NICHD Protocol is flexible enough to allow for such modifications to enhance its applicability for use around the world. We now briefly review the empirical literature on children's memory development that served to guide all aspects of the NICHD Protocol. Important Characteristics of Memory DevelopmentVery young children can remember and report their experiences. It is paradoxical that, as adults, we have very little recollection of our early years of life, whereas young children and infants can and do remember their experiences, at least for a short period of time (e.g., Bauer, Wenner, Dropik, & Wewerka, 2000). Memory for experiences in fact develops long before infants can tell us about the...

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Section: Important Characteristics Of Memory Developmentmentioning

confidence: 99%

The NICHD protocol: a review of an internationally-used evidence-based tool for training child forensic interviewers

Rooy

Brubacher

Aromäki-Stratos

et al. 2015

Journal of Criminological Research, Policy and Practice

129

106

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“…Between 3 and 4 years of age, children become better able to recount the past in a coherent narratively organized form. A few studies have begun to examine the content and structure of young children's conversational remembering more closely (Fivush, Gray, & Fromhoff, 1987;Fivush, Hamond, Harsch, Singer, & Wolf, 1991;Hudson, 1990aHudson, , 1990b. While differing somewhat in the details, the basic methodology is to converse in as natural a way as possible with the child in the home about events that the child has experienced at various points in the past.…”

mentioning

confidence: 99%

Say it once again: Effects of repeated questions on children's event recall

Fıvush

Schwarzmueller

1995

Journal of Traumatic Stress

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In this paper, we review research examining the influences of repeated questioning on children's event recall. Issues addressed include how children's free recall changes across multiple recounts of the same event, whether responding to specific questions about an event affects subsequent responses to those same questions, and whether there are developmental differences in how children respond to repeated questioning. Both naturalistic studies of conversational remembering and more controlled studies using standardized interviews are discussed. Effects of repeated questioning both within and across interviews are assessed. In integrating the research findings, we present a developmental framework for understanding the effects of repeated questioning that relies on children's developing memory and narrative skills as well as their social understanding of the recall context.

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“…For example, in the context of autobiographical memory, at 20 to 24 months of age, when children are just beginning to participate in conversations about their past experiences, their verbal reports are rudimentary and fragmentary (Eisenberg, 1985). Even, when children are older and they are able to provide more details about past occurrences, their memories are still most often in response to specific prompts from an adult (Fivush, Gray, & Fromhoff, 1987). Thus, it is an adult partner who is doing most of the work during such memory conversations, providing the structure and content of the talk.…”

Section: Discussionmentioning

confidence: 99%

Maternal provision of structure in a deliberate memory task in relation to their preschool children’s recall

Larkina

Güler

Kleinknecht

et al. 2008

Journal of Experimental Child Psychology

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Strategic remembering emerges gradually during the preschool years. Socialization practices, specifically mother-child social interactions, might provide the foundation for developing of skills necessary for effective organization of information in memory. In the present study, 48 mothers and their 40-month-old children were engaged in the process of remembering (i.e., study and recall) categorically related picture stimuli in a laboratory context. Children's recall was reliably predicted by the way mothers structured both the study and recall periods of the deliberate memory task. Specifically, maternal verbal and physical behaviors that focused on organization of items, such as sorting items into distinct groups or providing the name of a category, were most beneficial in supporting children's memory. Moreover, some mothers employed a number of different mnemonic techniques that emphasized categorical connections among items, suggesting systematic approaches in the manner in which mothers help children learn effective ways of remembering. Keywordspreschoolers' memory; maternal support; memory development; socialization of memory; strategic remembering; sort-recall taskThe emergence and development of a number of cognitive skills are facilitated by social interactions between children and parents (or other more competent partners). The critical role of parent-child interactions has been documented in such diverse domains as language (e.g., Farrar, 1990;Hoff, 2006), problem solving (Garton, 2004, Rogoff & Gardner, 1984, and memory, especially children's autobiographical memory skills (Fivush, Haden, & Reese, 2006;Nelson & Fivush, 2004). According to the sociocultural perspective formulated by Vygotsky (1978), development of children's cognitive abilities takes place in social context: parents, who constitute one such context, provide support and structure of activities that contribute to children's developmental outcome. In the present research, we examined relations between mothers' structuring of a deliberate memory task and the memory performance of their 3-year-old children.The conceptualization for the present study was strongly influenced by research that emphasizes and provides evidence for social origins of autobiographical or personal memory. Autobiographical memory researchers have established that variations in the quality and Correspondence may be addressed to Marina Larkina, Psychology Department, Emory University, 532 Kilgo Circle, Atlanta, GA 30322, USA; 404.712.8330 (phone); 404.727.0372 (fax); mlarki2@emory.edu.. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the jou...

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Two-year-old talk about the past

Cited by 237 publications

References 5 publications

The NICHD protocol: a review of an internationally-used evidence-based tool for training child forensic interviewers

The NICHD protocol: a review of an internationally-used evidence-based tool for training child forensic interviewers

Say it once again: Effects of repeated questions on children's event recall

Maternal provision of structure in a deliberate memory task in relation to their preschool children’s recall

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