Development of memory in childhood Childhood memory

schoolchildren in german painting eugène-françois de block, 1866.

another theory has gained attention social interaction model of autobiographical memory development, or means social interaction influences ability remember specific events in context of life narrative. social interaction model describes way in child develops ability construct memories narratives when child has opportunity discuss events others, such parents. parenting style highly relevant theory. example, different parents ask different numbers of memory-relevant questions, try elicit different types of memory, , frame discussions in different ways. nelson (1992) describes 2 different parenting styles: pragmatic , elaborative. pragmatic mothers use instrumental instructions relevant task child performing, whereas elaborative mothers construct narratives child , child did together. elaborative style yields more detailed memories of events. same researcher found these results made reference tessler s studies (1986, 1991) of memory events in childhood. in these studies, children taken on trip museum. week later, aspects of trip , items seen in museum recalled if had been discussed @ time of trip. items not talked not recalled.

although previous hypotheses have suggested role of memory talk active rehearsal, newer research suggests role might reinstatement. in context of infant memory studies, learned response (example: playing mobile) otherwise forgotten can reinstated if context re-presented within given time period. in sense, verbal rehearsal of events between child , family member might serve reinstate cognitive context of original event.