Analyzing False Memories in Children with Associative Lists Specific for Their Age

Autor/inn/en	Carneiro, Paula; Albuquerque, Pedro; Fernandez, Angel; Esteves, Francisco
Titel	Analyzing False Memories in Children with Associative Lists Specific for Their Age
Quelle	In: Child Development, 78 (2007) 4, S.1171-1185 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2007.01059.x
Schlagwörter	Preadolescents; Models; Age Differences; Preschool Children; Grade 2; Adults; Experiments; Early Childhood Education; Research Methodology; Recall (Psychology); Association (Psychology); Child Development; Associative Learning + Suchen Sie Ihr Suchwort? Pre-adolescence; Präadoleszenz; Analogiemodell; Age; Difference; Age difference; Altersunterschied; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 02; 2. Schuljahr; Schuljahr 02; Erprobung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Research method; Forschungsmethode; Abberufung; Assoziation; Kindesentwicklung
Abstract	Two experiments attempted to resolve previous contradictory findings concerning developmental trends in false memories within the Deese-Roediger-McDermott (DRM) paradigm by using an improved methodology--constructing age-appropriate associative lists. The research also extended the DRM paradigm to preschoolers. Experiment 1 (N = 320) included children in three age groups (preschoolers of 3-4 years, second-graders of 7-8 years, and preadolescents of 11-12 years) and adults, and Experiment 2 (N = 64) examined preschoolers and preadolescents. Age-appropriate lists increased false recall. Although preschoolers had fewer false memories than the other age groups, they showed considerable levels of false recall when tested with age-appropriate materials. Results were discussed in terms of fuzzy-trace, source-monitoring, and activation frameworks. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10