Chapter 8 continued

1
Chapter 8 (continued)

• Memory Development

2
Long History

• Memory development has been studied for a LONG
  time
• Alfred Binet
• Binet-Simon scales of memory
• became the Stanford-Binet Intelligence scales
• 1890s papers
• memory of words
• memory of ideas
• William James
• also in late 1800s
• descriptions of memory very much like memory
  stores

3
Recent History and Today

• Last 25 years - LOTS of research
• Current knowledge base
• Descriptive data
• Variables that influence memory
• Mechanisms that cause change over time

4
Theories Past Present

• 1. Memory Stores
• Sensory Register, Short-term Memory, Long-tem
  Memory
• development capacities and strategies
• 2. Depth of Processing
• how deeply information is processed
• development prior knowledge
• 3. Fuzzy-Trace Theory
• verbatim traces
• fuzzy (gist) traces
• development verbatim traces ? gist traces

5
Important Point and Important People

• Important Point often what we know depends on
  methodology
• Important people
• mentioned in chapter and also here at UNC-CH!!
• Beth Kurtz-Costes, Ph.D.
• Peter Ornstein, Ph.D.
• current chair of the psychology department

6
Research Summary

• Little or no change seen with age
• 1. recognition tasks
• 2. location memory
• 3. basic visual memory
• 4. implicit memory

7
Research Summary

• Definite changes seen with age
• 1. recall tasks
• immediate free recall
• cued recall
• influence of length of delay
• repeated questioning
• misleading questions
• 2. event memory
• 3. source monitoring

8
Research Summary

• 4. strategies
• general development
• 1) mediational deficiency
• 2) production deficiency
• 3) utilization deficiency
• 4) effective strategy use
• specific strategies
• rehearsal
• organization
• elaboration
• allocation of study time
• 5. Metamemory

9
Line of Research by Peter Ornstein

• Significance
• Basic understanding how memory develops
• Applied implications for childrens competencies
  as witnesses in court cases (e.g., child abuse)
• Methodology
• doctor visits
• 3 age groups 3, 5, 7
• each age, 4 groups (thus, 12 groups total)
• 1. immediate interview, 1 week delay
• 2. immediate interview, 3 weeks delay
• 3. immediate interview, 6 weeks delay
• 4. NO immediate interview, 3 weeks delay

10
Study

• Methodology (continued)
• types of questions
• open-ended
• more specific open-ended
• specific yes/no (things that did and did not
  happen)
• extra event questions

11
Study

• Results
• 1. Memory performance increased with age
• 3lt5lt7
• 2. Performance in response to open-ended
  questions improved with age
• 3lt5lt7
• 3. Effects of delay depend on age
• -age 3 1lt36
• -age 5 13lt6
• -age 7 136

12
Study

• Results (continued)
• 4. Immediate interview had no effect for any age
• immediate interview, 3 weeks delay
• No immediate interview, 3 weeks delay
• 5. For items that didnt happen
• 3gt57
• 6. Extra event questions
• 3gt57
• Conclusion
• Thus, under at least some conditions, even
  preschoolers can provide relevant and reliable
  information about their experiences.