Autobiographical Memory and Precursor Skills in the Second Phase of Childhood Amnesia

Autor/inn/en	de Paula, Artemis Paiva; Felinto, Priscila Magalhães Barros; Mascarenhas, Brisa Fernandes; Lima, Sarah Camilla Ferreira de Oliveira; Gobbi, Flávia Horta Azevedo; Hazin, Izabel Augusta
Titel	Autobiographical Memory and Precursor Skills in the Second Phase of Childhood Amnesia
Quelle	In: Early Child Development and Care, 188 (2018) 8, S.1133-1146 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1251429
Schlagwörter	Autobiographies; Memory; Nonparametric Statistics; Statistical Analysis; Mnemonics; Foreign Countries; Executive Function; Semantics; Correlation; Young Children; Intelligence Tests; Short Term Memory; Theory of Mind; Brazil; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Autobiography; Autobiografie; Autobiographie; Gedächtnis; Statistische Analyse; Mnemotechnik; Ausland; Semantik; Korrelation; Frühe Kindheit; Intelligence test; Intelligenztest; Kurzzeitgedächtnis; Brasilien
Abstract	The construct autobiographical memory (AM) refers to the mnemonic skill that enables individuals to form personal memories about their lives and re-experience them. Its ontogeny can be understood from the dialectic construction of maturational processes and the cultural-historical context. This research sought to further the knowledge regarding the ontogeny of AM, especially its relationship with precursor cognitive functions--language level, theory of mind, executive functions, and the subsystems for semantic and episodic memory. The sample consisted of 25 preschoolers of both sexes. Correlation between the indexes analyses were performed. The difference between groups, and the effect of educational level on performance were verified using the Mann-Whitney test (U) and non-parametric analysis of variance factor (Kruskal-Wallis). Multidimensional ANOVA followed by "post hoc" Tukey Honestly Significant Difference (HSD) was used to verify the contrasts between instances of categorical variables. The results suggest that the developmental profile of AM for 4-6 years is complex, heterogeneous, associated with narrative skill and cognitive flexibility, as well as the quality of free recall in AM and autonomy in the recall process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01