Understanding Children's Activity Memory: The Role of Outcomes

Journal of Experimental Child Psychology

Volumn 79, Issue 2, 2001, Pages 162-191

  Ratner, Hilary Horn ^a   Foley, Mary Ann ^b   McCaskill, Pamela ^a  

^a WAYNE STATE UNIVERSITY   (United States)

^b SKIDMORE COLLEGE   (United States)

Author keywords

Activity; Cues; Event; Memory; Preschool; School age; Science education

Indexed keywords

AGE; ANALYSIS OF VARIANCE; ARTICLE; ASSOCIATION; CHILD; CHILD DEVELOPMENT; CLINICAL TRIAL; COMPARATIVE STUDY; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; FEMALE; HUMAN; MALE; MEMORY; PRESCHOOL CHILD; RANDOMIZED CONTROLLED TRIAL; RECALL; RECREATION;

AGE FACTORS; ANALYSIS OF VARIANCE; CHILD; CHILD DEVELOPMENT; CHILD, PRESCHOOL; CUES; FEMALE; HUMANS; MALE; MEMORY; MENTAL RECALL; PLAY AND PLAYTHINGS;

EID: 0035379550     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1006/jecp.2000.2585     Document Type: Article

References (87)

1. Ackerman, B. P. (1987). Descriptions: A model of nonstrategic memory development. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 20, pp. 143-183). Orlando, FL: Academic Press.
2. Au, T. K., Sidle, A., & Rollins, K. (1993). Developing an intuitive understanding of conservation and contamination: Invisible particles as a plausible mechanism. Developmental Psychology, 29, 286-299.
3. Baker-Ward, L., Ornstein, P., & Principe, G. (1997). Revealing the representation: Evidence from children's reports of events. In P. van den Broek, P. Bauer, & T. Bourg (Eds.), Developmental spans in event comprehension and representation (pp. 79-107). Mahwah, NJ: LEA.
4. Barsalou, L. (1991). Deriving categories to achieve goals. In G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 27, pp. 1-64). New York: Academic Press.
5. Basov, M. (1991). The organization of processes of behavior. In J. Valsiner & R. van der Veer (Eds.), Structuring of conduct in activity settings: The forgotten contributions of Mikhail Basov.
6. Bauer, P. (1992). Holding it all together: How enabling relations facilitate young children's event recall. Cognitive Development, 7, 1-28.
7. Bauer, P., & Fivush, R. (1992). Constructing event representations: Building on a foundation of variation and enabling relations. Cognitive Development, 7, 381-401.
8. Bauer, P., & Travis, L. (1993). The fabric of an event: Different sources of temporal invariance differentially affect 24-month-olds' recall. Cognitive Development, 8, 319-341.
9. Brown, A. (1976). The construction of temporal succession by the preoperational child. In A. D. Pick (Ed.), Minnesota symposium on child development (Vol. 10, pp. 28-83). Minneapolis: Univ. of Minnesota Press.
10. Bruck, M., Ceci, S., Francouer, E., & Renick, A. (1995). Anatomically detailed dolls do not facilitate preschoolers' reports of a pediatric examination involving genital touching. Journal of Experimental Psychology: Applied, 1, 95-109.
11. Chen, Z., & Daehler, M. (1992). Intention and outcome: Key components of causal structure facilitating mapping in children's analogical transfer. Journal of Experimental Child Psychology, 53, 237-257.
12. Chi, M. T. H., & Ceci, S. (1987). Content knowledge and the reorganization of memory. In Advances in child development and behavior (Vol. 20, pp. 91-142). San Diego: Academic Press.
13. Chi, M. T. H., & Koeske, R. (1983). Network representation of a child's dinosaur knowledge. Developmental Psychology, 19, 29-39.
14. Farrar, M. J., & Goodman, G. S. (1992). Developmental changes in event memory. Child Development, 63, 173-187.
15. Fivush, R., Kuebli, J., & Clubb, P. A. (1992). The structure of events and event representations: A developmental analysis. Child Development, 63, 188-201.
16. Fivush, R., & Mandler, J. (1985). Developmental changes in the understanding of temporal sequence. Child Development, 56, 1437-1446.
17. Foley, M. A., Aman, C., & Gutch, D. (1987). Discriminating between action memories: Children's use of kinesthetic cues and visible consequences. Journal of Experimental Child Psychology, 44, 335-347.
18. Foley, M. A., & Ratner, H. H. (in press). Role of action-based structures in activity memory. In H. Zimmer & R. Cohen (Eds.), Remembering actions and activities. New York: Oxford Univ. Press.
19. Follmer, A., & Gordon, B. N. (1994, April). Does enactment facilitate children's recall of a pediatric examination? Paper presented at the biennial meeting of the Conference on Human Development, Pittsburgh, PA.
20. Geddie, L., Myers, J. T., & Ornstein, P. A. (1994, April). Children's memory of a physical examination: A comparison of recall and recognition assessment protocols. Paper presented at the biennial meeting of the Conference on Human Development, Pittsburgh, PA.
21. Gee, S., & Pipe, M.-E. (1995). Helping children to remember: The influence of object cues on children's accounts of a real event. Developmental Psychology, 31, 746-758.
22. Goldstone, R., & Barsalou, L. (1998). Rewriting perception and conception. Cognition, 65, 231-262.
23. Goodman, G., & Aman, C. (1990). Children's use of anatomically detailed dolls to recount an event. Child Development, 61, 1859-1871.
24. Greenhoot, A. F., Ornstein, P. A., Gordon, B., & Baker-Ward, L. (1999). Acting out the details of a pediatric check-up: The impact of interview condition and behavioral style on children's memory reports. Child Development, 70, 363-380.
25. Harris, J., & Foley, M. A. (1993). An investigation of preschoolers' ability to discriminate between memories of real and memories of imagined events. Unpublished manuscript.
26. Heckhausen, H., & Beckmann, J. (1990). Intentional action and action slips. Psychological Review, 97, 36-48.
27. Heider, F. (1958). The psychology of interpersonal relations. New York: Wiley.
28. Hudson, J. A. (1990). The emergence of autobiographical memory in mother-child conversation. In R. Fivush & J. A. Hudson (Eds.), Knowing and remembering in children (pp. 166-196). New York: Cambridge Univ. Press.
29. Hudson, J. A., & Fivush, R. (1991). As time goes by: Sixth graders remember a kindergarten experience. Applied Cognitive Psychology, 5, 346-360.
30. Hudson, J., & Sheffield, E. (1998). Déja vu all over again: Effects of reenactment on toddlers' event memory. Child Development, 69, 51-67.
31. Kobasigawa, A. (1974). Utilization of retrieval cues by children in recall. Child Development, 45, 127-134.
32. Kobasigawa, A. (1977). Retrieval strategies in the development of memory. In R. Kail & J. Hagen (Eds.), Perspectives on the development of memory and cognition (pp. 177-202). Hillsdale, NJ: Erlbaum.
33. Leont'ev, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice Hall.
34. Lewin, K. (1951). Field theory in social sciences. New York: Harper.
35. Mandler, J. (1984). Stories, scripts, and scenes: Aspects of schema theory. Hillsdale, NJ: Erlbaum.
36. Mandler, J. (1992). How to build a baby. II. Conceptual primitives. Psychological Review, 99, 587-604.
37. Murachver, T., Pipe, M.-E., Gordon, R., Owens, J. L., & Fivush, R. (1996). Do, show, and tell: Children's event memories acquired through direct experience, observation, and stories. Child Development, 67, 3029-3044.
38. Myers, J. L. (1972). Fundamentals of experimental design. Boston: Allyn & Bacon.
39. Nelson, K. (1986). Event knowledge: Structure and function in development. Hillsdale, NJ: Erlbaum.
40. Nelson, K. (1993). The psychological and social origins of autobiographical memory. Psychological Science, 4, 7-14.
41. Nelson, K. (1996). Language in cognitive development: Emergence of the mediated mind. New York: Cambridge Univ. Press.
42. Ornstein, P. (1991). Commentary: Putting interviewing in context. In J. Doris (Ed.), The suggestibility of children's recollections (pp. 147-152). Washington, DC: American Psychological Association.
43. Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart, & Winston.
44. Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45, 255-287.
45. Piaget, J. (1962). Plays, dreams and imitation in childhood. New York: Norton.
46. Piaget, J. (1970). Piaget's theory. In P. H. Mussen (Ed.), Carmichael's manual of child psychology (Vol. 1, pp. 703-732). New York: Wiley.
47. Piaget, J. (1974). Understanding causality. New York: Norton.
48. Piaget, J., & Inhelder, B. (1974). From conservation to atomism. In J. Piaget & B. Inhelder (Eds.) (A. J. Pomerans, Trans.), The child's construction of quantities (pp. 67-116). London: Routledge & Kegan Paul. [Original work published 1941]
49. Pillemer, D. (1992). Preschool children's memories of personal circumstances: The fire alarm study. In E. Winograd & U. Neisser (Eds.), Affect and accuracy in recall: The problem of "flashbulb" memories (pp. 121-137). New York: Cambridge Univ. Press.
50. Pillemer, D., & White, S. (1989). Childhood events recalled by children and adults. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 22, pp. 297-340). New York: Academic Press.
51. Pipe, M.-E., & Priestley, G. (1995, March). Using models as props for event recall. Paper presented at the biennial meeting of the Society for Research in Child Development, Indianapolis.
52. Pipe, M.-E., & Wilson, J. C. (1994). Cues and secrets: Influences on children's event reports. Developmental Psychology, 30, 515-525.
53. Price, D., & Goodman, G. (1990). Visiting the wizard: Children's memory for a recurring event. Child Development, 61, 684-680.
54. Ratner, H. H. (1984). Memory demands and the development of memory in young children. Child Development, 55, 2173-2191.
55. Ratner, H. H., & Foley, M. A. (1994). A unifying framework for the development of children's activity memory. In H. Reese (Ed.), Advances in child development and behavior (Vol. 25, pp. 33-105). Orlando, FL: Academic Press.
56. Ratner, H. H., & Hill, L. (1991). The development of children's action memory: When do actions speak louder than words? Psychological Research, 53, 195-202.
57. Ratner, H. H., Padgett, R., & Bushey, N. (1988). Old and young adults' recall of events. Developmental Psychology, 24, 664-671.
58. Ratner, H. H., Smith, B., & Dion, S. (1986). Development of memory for events. Journal of Experimental Child Psychology, 41, 411-428.
59. Reese, E., & Fivush, R. (1993). Parental styles of talking about the past. Developmental Psychology, 29, 596-606.
60. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford Univ. Press.
61. Rosen, A. B., & Rozin, P. (1993). Now you see it, now you don't: The preschool child's conception of invisible particles in the context of dissolving. Developmental Psychology, 29, 300-311.
62. Rovee-Collier, C., & Hayne, H. (1987). Reactivation of infant memory: Implications for cognitive development. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 20, pp. 185-238). Orlando, FL: Academic Press.
63. Salmon, K., Bidrose, S., & Pipe, M.-E. (1995). Providing props to facilitate children's event reports: A comparison of toys and real items. Journal of Experimental Child Psychology, 60, 174-194.
64. Salmon, K., & Pipe, M.-E. (1997). Props and children's event reports: The impact of a 1-year delay. Journal of Experimental Child Psychology, 65, 261-292.
65. Schank, R., & Abelson, R. (1977). Scripts, plans, goals, and understanding. Hillsdale, NJ: Erlbaum.
66. Schneider, W., & Pressley, M. (1989). Memory development between 2 and 20. New York: Springer-Verlag.
67. Slackman, E., Hudson, J. A., & Fivush, R. (1986). Actions, actors, links and goals: The structure of children's event representations. In K. Nelson (Ed.), Event knowledge: Structure and function in development (pp. 47-71). Hillsdale, NJ: Erlbaum.
68. Smith, B., Ratner, H. H., & Hobart, C. (1987). The role of cueing and organization in children's memory for events. Journal of Experimental Child Psychology, 44, 1-24.
69. Smyth, M. (1991, July). Pick and point: Action memory with and without specific interactions with objects. Paper presented at the International Conference on Memory, Lancaster, England.
70. Smyth, M., Pearson, N. A., & Pendleton, L. (1988). Movement and working memory: Patterns and positions in space. The Quarterly Journal of Experimental Psychology, 40A, 497-514.
71. Smyth, M., & Pendleton, L. (1989). Working memory for movement. Quarterly Journal of Experimental Psychology, 41A, 235-250.
72. Stein, N., & Levine, L. (1990). Making sense out of emotion: The representation and use of goal-structured knowledge. In N. L. Stein, B. Leventhal, & T. Trabasso (Eds.), Psychological and biological approaches to emotion (pp. 45-73). Hillsdale, NJ: Erlbaum.
73. Steward, M. S. (1993). Understanding children's memories of medical procedures: "He didn't touch me and it didn't hurt!" In C. A. Nelson (Ed.), Memory and affect in development (pp. 171-225). Hillsdale, NJ: Erlbaum.
74. Tabachnick, B., & Fidell, L. (1983). Using multivariate statistics. New York: HarperCollins.
75. Trabasso, T., & Nickels, M. (1992). The development of goal plans of action in the narration of a picture story. Discourse Processes, 15, 249-275.
76. Trabasso, T., & van den Broek, P. (1985). Causal thinking and the representation of narrative events. Journal of Memory and Language, 24, 612-630.
77. Travis, L. (1997). Goal-based organization of event memory in toddlers. In P. van den Broek, P. Bauer, & T. Bourg (Eds.), Developmental spans in event comprehension and representation (pp. 111-138). Mahwah, NJ: Erlbaum.
78. Tulving, E. (1983). Elements of episodic memory. Oxford, UK: Oxford Univ. Press.
79. van den Broek, P., Bauer, P., & Bourg, T. (Eds.). (1997). Developmental spans in event comprehension and representation. Mahwah, NJ: Erlbaum.
80. von Cranach, M., Kalbermatten, U., Indermuhle, K., & Gugler, B. (1982). Goal-directed action. New York: Academic Press.
81. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
82. Wagenaar, W. (1986). My memory: A study of autobiographical memory over six years. Cognitive Psychology, 18, 225-252.
83. Weaver, G. C. (1998). Strategies in K-12 science instruction to promote conceptual change. Science Education, 82, 455-472.
84. Wertsch, J. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard Univ. Press.
85. White, S. (1970). The learning theory tradition and child psychology. In P. H. Mussen (Ed.), Carmichael's manual of child psychology (Vol. 1, pp. 657-701). New York: Wiley.
86. Wilkinson, J. (1988). Context effects in children's memory. In M. M. Gruneberg, P. E. Morris, & R. N. Sykes (Eds.), Practical aspects of memory: Current research and issues (Vol. 1, pp. 197-211). New York: Wiley.
87. Wilson, J. C., & Pipe, M.-E. (1989). The effects of cues on young children's recall of real events. New Zealand Journal of Psychology, 18, 65-70.