A Comparison of Preschoolers' Memory, Knowledge, and Anticipation of Events

Autor/inn/en	Quon, Elizabeth; Atance, Cristina M.
Titel	A Comparison of Preschoolers' Memory, Knowledge, and Anticipation of Events
Quelle	In: Journal of Cognition and Development, 11 (2010) 1, S.37-60 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
Schlagwörter	Semantics; Age Differences; Memory; Semiotics; Preschool Education; Comparative Analysis; Cognitive Development; Feedback (Response); Evaluation Methods; Universities + Suchen Sie Ihr Suchwort? Semantik; Age; Difference; Age difference; Altersunterschied; Gedächtnis; Semiotik; Pre-school education; Vorschulerziehung; Kognitive Entwicklung; University; Universität
Abstract	This study examined the development of the episodic and semantic memory systems, with an emphasis on the emergence of the two aspects of the former: episodic memory (the ability to re-experience a past event) and episodic future thinking (the ability to pre-experience a future event). Three-, 4-, and 5-year olds were randomly assigned to one of three conditions: past, semantic, or future. Children were asked questions about the same eight events, phrased in past, generalized present, or future tense. Half of these events were ones for which parents rated their children as having a high level of control (or input) over how the event unfolds, whereas the other half were rated as "low control." Responses were scored with respect to their specificity and accuracy. Results revealed age differences in children's accuracy scores across all three conditions. Children's episodic future thinking and episodic memory, but not semantic memory, were less accurate for low-control events compared with high-control events. These results offer a new perspective on the development of the episodic and semantic memory systems and the methods used to assess them. (Contains 3 tables, 2 figures, and 1 footnote.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10