Development of Long-Term Retention PDF
Preview Development of Long-Term Retention
Development of Long-Term Retention Mark L. Howe Charles 1. Brainerd Valerie F. Reyna Editors Development of Long-Term Retention With 27 Illustrations Springer-Verlag New York Berlin Heidelberg London Paris Tokyo Hong Kong Barcelona Budapest MarkL. Howe Charles J. Brainerd Department of Psychology Department of Educational Psychology Memorial University University of Arizona St. John's, Newfoundland Thcson, AZ 85721 Canada AlB 3X9 USA Valerie F. Reyna Department of Educational Psychology University of Arizona Thcson, AZ 85721 USA Library of Congress Cataloging-in-Publication Data Development of long-term retention I edited by Mark L. Howe, Charles J. Brainerd, and Valerie F. Reyna. p. cm. Includes bibliographical references and index. ISB~-13:978-1-4612-7702-6 e-ISB~-I3: 978-1-4612-2868-4 001:10.10071978-1-4612-2868-4 I. Memory in children. I. Howe, Mark L. II. Brainerd, Charles J. III. Reyna, Valerie F., 1955- [D~LM: I. Retention (Psychology)-in infancy & childhood. WS 105.5.M2 D489] BF723.M4D48 1992 155.4'13122-dc20 91-5157 Printed on acid-free paper. © 1992 Springer-Verlag New York, Inc. Softcover reprint of the hardcover 1st edition 1992 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer-Verlag New York, Inc., 175 Fifth Avenue, New York, NY 10010, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereaf ter developed is forbidden. The use of general descriptive names, trade names, trademarks, etc., in this pUblication, even if the former are not especially identified, is not to be taken as a sign that such names, as understood by the 1i'ade Marks and Merchandise Marks Act, may accordingly be used freely by anyone. Production managed by Bill Imbornoni; manufacturing supervised by Jacqui Ashri. 'tYPeset by Best-Set 'tYPesetter, Ltd., Chaiwan, Hong Kong. 987654321 Preface For a number of decades now the study of children's memory development, with few exceptions, has been synonymous with the development of pro cesses that lead to the initial encoding and immediate retention of informa tion. Although there is little doubt that the study of such acquisition pro cesses is central to understanding memory development, the long-term retention of previously encoded information represents at least as important a component of children's memory. Indeed, as both students of memory development and educators, our interest is in the maintenance and utiliza tion of knowledge over considerable periods of time, not just in the immedi ate (e.g., classroom) context. Clearly, then, without an understanding of how recently acquired information is maintained in memory over extended periods of time, our theories of long-term memory development remain incomplete at best. Although children's forgetting and reminiscence was a topic of inquiry early in this century, it is only recently, due in part to the current controversy concerning the reliability of children's eyewitness testimony, that the study of long-term retention has resurfaced in the scientific literature. The purpose of this volume is to draw together some of the principals involved in this resurgence to summarize their recent research programs, present new and previously unpublished findings from their labs, and outline the issues they believe are important in the study of children's long-term retention. In so doing, we hope to underscore the importance of examining ontogenetic changes in long-term retention processes in their own right. We also hope that this volume acts as a catalyst, encouraging others to get involved in this often neglected area of study and participate in the formalization of a more extended theory of memory development in childhood. The authors of the chapters in this volume grapple with a number of key issues in long-term retention, including the extent to which changes in what is remembered are the result of alterations of the memories themselves in storage as well as alterations in how such memories are retrieved, how mem ories can be inoculated against forgetting, and how memories that are ap parently gone can be reinstated. The chapters are organized into three sec- v vi Preface tions. The first section deals with fundamental issues in retention develop ment, namely forgetting and memory reactivation in infancy (Rovee-Collier & Shyi, Chapter 1), formal modeling of storage and retrieval contributions to forgetting and reminiscence in childhood and early adulthood (Howe, Kelland, Bryant-Brown, & Clark, Chapter 2), and the relationship between the type of information retained (verbatim or gist) and reasoning (Reyna, Chapter 3). The second section deals with more pragmatic concerns, namely children's retention of naturalistic events, including visits to the doctor (Orn stein, Gordon, & Baker-Ward, Chapter 4), the influence of misinformation on recollection (Loftus, Hoffman, & Wagenaar, Chapter 5; Zaragoza, Dahl gren, & Muench, Chapt~r 6), and the role of suggestibility in event retention (Toglia, Ross, Ceci, & Hembrooke, Chapter 7). In the final section, Howe, O'Sullivan, and Marche (Chapter 8) provide an integrative overview of the issues raised in the various chapters, ones that are critical to charting the developmental course of changes in children's long-term retention. We are pleased with the contributions of the authors to this volume and are gratified that the chapters represent a robust blend of theoretical devel opment, methodological/analytical innovation, and empirical data. Al though there are at least as many questions raised as there are answered, it is hoped that the vibrant discussion of issues in this volume will stimulate further basic and applied research on the development of long-term reten tion. With interest in the maintenance of children's memories rekindled, perhaps a more complete theory of the development of children's memory will be forthcoming. Acknowledgment. Preparation of this volume was facilitated by a research grant from the Natural Sciences and Engineering Research Council of Cana da (OGPOO03334) to Mark L. Howe. MARKL. HOWE CHARLEsJ.B~RD VALERIE F. REYNA Contents Preface .................................................... v Contributors ................................................ xi Part I Fundamental Aspects of Retention 1 A Functional and Cognitive Analysis of Infant Long-Term Retention ....................................... 3 CAROLYN ROVEE-COLLIER and C.-W. GARY SHYI Introduction .............................................. 3 Review of the Literature .................................... 5 Training Procedure and Retention Measures ................... 5 Long-Term Retention Paradigms ............................. 8 The Specificity oflnfants' Memories ......................... 11 The Time-Dependent Nature of Memory Retrieval .............. 15 Contextual Constraints on Long-Thrm Retention ............... 23 The Effect of MUltiple Reminders on Long-Term Retention ...... 33 Modification of Infants' Memories ........................... 36 General Discussion ................. . . . . . . . . . . . . . . . . . . . . . . . 44 References ................................................ 46 2 Measuring the Development of Children's Amnesia and Hypermnesia .......................................... 56 MARK L. HOWE, ANDREA KELLAND, LYNN BRYANT-BROWN, and SANDRA L. CLARK Definitions ............................................... 57 Empirical and Conceptual Issues ............................. 58 Partitioning Components of Long-Term Retention Performance ............................................ 62 Experiments 1 and 2 ....................................... 66 Experiment 1: Results and Discussion ......................... 69 vii viii Contents Experiment 2: Results and Discussion ......................... 82 General Discussion ........................................ 94 General Implications and Conclusions ........................ 97 References ................................................ 99 3 Reasoning, Remembering, and Their Relationship: Social, Cognitive, and Developmental Issues ..............••... 103 VALERIE F. REYNA Short-Term Retention ...................................... 104 Long-Term Retention ....................................... 117 Summary ................................................. 126 References ................................................ 127 Part II Pragmatic Aspects of Retention 4 Children's Memory for Salient Events: Implications for Testimony ....•.•••........••.••••.......... 135 PETER A. ORNSTEIN, BETTY N. GORDON, and LYNNE E. BAKER-WARD Memory in Young Children ................................. 136 Framework for Examining Children's Autobiographical Memory.. .. ........... ... .... .. .. . . ... . .... . . . . .. .... .. 138 Explorations of Children's Memory for Visits to the Doctor ...... 144 Implications for Interviewing ................................ 152 References ................................................ 153 5 The Misinformation Effect: Transformations in Memory Induced by Postevent Information ............ . . . . . . . . . . . . . .. 159 ELIZABETH F. LoFTUS, HUNTER G. HOFFMAN, and WILLEM A. WAGENAAR Performance on the Modified Test.. . . . . .... .... . ....... . ..... 163 Are Memories Ever "Destroyed"? ............................ 165 The Yes/No Test ........................................... 176 Developmental Issues ...................................... 180 References ................................................ 182 6 The Role of Memory Impairment in Children's Suggestibility 184 MARIA S. ZARAGOZA, DONNA DAHLGREN, and JEAN MUENCH The Misinformation Effect .................................. 185 What Factors Contribute to Misinformation Phenomena? ....... 186 Preschool Children's Susceptibility to Memory Impairment ...... 191 Assessment of Memory Impairment with the Modified Test Procedure .................................. 192 Contents ix Assessment of Memory Impairment with Recall Procedures ...... 203 Current Status of the Memory Impairment Claim .............. 205 Misinformation Phenomena, Memory Impairment, and the Development of Forgetting ............................. 206 Memory Impairment and the Suggestibility of Children's Memory ...................................... 209 Summary and Conclusions .................................. 213 References ................................................ 213 7 The Suggestibility of Children's Memory: A Social-Psychological and Cognitive Interpretation ............ 217 MICHAEL P. TOGLIA, DAVID F. Ross, STEPHEN J. CECI, and HELENE HEMBROOKE Setting the Stage: A Brief Note on Adult Suggestibility .......... 217 Current Trends in Children's Suggestibility Research ............ 219 Social Influences on Children's Suggestibility .................. 222 Study 1 .................................................. 223 Study2 .................................................. 224 Discussion of Studies 1 and 2 ................................ 226 Cognitive Influences on Children's Suggestibility ............... 229 Conclusion ............................................... 236 References ................................................ 237 Part III Current Issues and Future Directions 8 Toward a Theory of the Development of Long-Term Retention 245 MARK L. HOWE, JULIA T. O'SULLIVAN, and TAMMY A. MARcHE Age Trends in Forgetting and Reminiscence .................... 247 Contributions of Storage and Retrieval Factors to Long-Term Retention Development ......................... 248 Reliability of Children's Long-Term Retention .................. 250 An Agenda for Research on Children's Long-Term Retention ..... 251 References ................................................ 253 Author Index 257 Subject Index 265 Contributors LYNNE E. BAKER-WARD, PHD Department of Psychology, North Carolina State University, Raleigh, NC 27695-7801, USA LYNN BRYANT-BROWN Department of Psychology, Memorial University, St. John's, Newfound land, AlB 3X9, Canada STEPHEN J. CEel, PHD Human Development and Family Studies, Cornell University, Ithaca, NY 14853, USA SANDRA L. CLARK Department of Psychology, Memorial University, St. John's, Newfound land, AlB 3X9, Canada DONNA DAHLGREN Department of Psychology, Kent State University, Kent, OH 44242, USA BETTY N. GORDON, PHD Department of Psychology, University of North Carolina, Chapel Hill, NC 27599-3270, USA HELENE HEMBROOKE Department of Psychology, State University of New York at Binghamton, Binghamton, NY 13901, USA HUNTER G. HOFFMAN ot Department Psychology, University of Washington, Seattle, WA 98195, USA xi xii Contributors MARK L. HOWE, PHD Department of Psychology, Memorial University, St. John's, Newfound land, AlB 3X9, Canada ANDREA KELLAND Faculty of Education, Memorial University, St. John's, Newfoundland, AlB 3X8, Canada ELIZABETH F. LoFTUS, PHD Department of Psychology, University of Washington, Seattle, WA 98195, USA TAMMY A. MARcHE Department of Psychology, Memorial University, St. John's, Newfound land, AlB 3X9, Canada JEAN MUENCH Department of Psychology, Kent State University, Kent, OH 44242, USA PETER A. ORNSTEIN, PHD Department of Psychology, University of North Carolina, Chapel Hill, NC 27599-3270, USA JULIA T. O'SULLIVAN, PHD Faculty of Education, Memorial University, St. John's, Newfoundland, AlB 3X8, Canada VALERIE F. REYNA, PHD Department of Educational Psychology, University of Arizona, Tucson, AZ 85721, USA CAROLYN ROVEE-COLLIER, PHD Department of Psychology, Busch Campus, Rutgers University, New Brunswick, NJ 08903, USA DAVID F. Ross, PHD Department of Psychology, Boise State University, Boise, ID 83715, USA C.-W. GARY SHY! Department of Psychology, Busch Campus, Rutgers University, New Brunswick, NJ 08903, USA MICHAEL P. TOGLIA, PHD Department of Psychology, State University of New York, College at Cort land, Cortland, NY 13045, USA
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