On Telling the Whole Story: Facts and Interpretations in Autobiographical Memory Narratives from Childhood through Midadolescence

Autor/inn/en	Pasupathi, Monisha; Wainryb, Cecilia
Titel	On Telling the Whole Story: Facts and Interpretations in Autobiographical Memory Narratives from Childhood through Midadolescence
Quelle	In: Developmental Psychology, 46 (2010) 3, S.735-746 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0018897
Schlagwörter	Memory; Children; Adolescents; Autobiographies; Personal Narratives; Age Differences; Developmental Stages; Child Development; Gender Differences; Friendship; Interpersonal Relationship; Developmental Psychology; Peer Relationship + Suchen Sie Ihr Suchwort? Gedächtnis; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autobiography; Autobiografie; Autobiographie; Erlebniserzählung; Age; Difference; Age difference; Altersunterschied; Kindesentwicklung; Geschlechterkonflikt; Freundschaft; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Entwicklungspsychologie; Peer-Beziehungen
Abstract	This article examines age differences from childhood through middle adolescence in the extent to which children include factual and interpretive information in constructing autobiographical memory narratives. Factual information is defined as observable or perceptible information available to all individuals who experience a given event, while interpretive information is defined as information that articulates the desires, emotions, beliefs, and thoughts of the participant and other individuals who experience an event. Developmental research suggests that the latter type of information should become particularly prevalent in later adolescence, while the former should be abundantly evident by age 8. Across 2 studies, we found evidence for strong increases in interpretive information during adolescence, but not before. These increases were evident across different types of events, and across different subtypes of interpretive content. The results are discussed in terms of their implications for the development of autobiographical memory in childhood and adolescence. (Contains 1 footnote and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10