Childhood Amnesia Kicks in Around Age 7 (sort of)

 

This is an interesting study, but the title chosen by the BPS Research Digest is misleading. But the study does provide some interesting insight into when children's memory becomes more adult-like. The study also provides parents with a way to help increase the amount their children remember of their childhood.

Childhood amnesia kicks in around age 7

You could travel the world with an infant aged under 3 and it's almost guaranteed that when they get older they won't remember a single boat trip, plane ride or sunset. This is thanks to a phenomenon, known as childhood or infantile amnesia, that means most of us lose all our earliest autobiographical memories. It's a psychological conundrum because when they are 3 or younger, kids are able to discuss autobiographical events from their past. So it's not that memories from before age 3 never existed, it's that they are subsequently forgotten.

Most of the research in this area has involved adults and children reminiscing about their earliest memories. For a new study Patricia Bauer and Marina Larkina have taken a different approach. They recorded mothers talking to their 3-year-olds about six past events, such as zoo visits or first day at pre-school. The researchers then re-established contact with the same families at different points in the future. Some of the children were quizzed again by a researcher when aged 5, others at age 6 or 7, 8 or 9. This way the researchers were able to chart differences in amounts of forgetting through childhood.

Bauer and Larkina uncovered a paradox - at ages 5 to 7, the children remembered over 60 per cent of the events they'd chatted about at age 3. However, their recall for these events was immature in the sense of containing few evaluative comments and few mentions of time and place. In contrast, children aged 8 and 9 recalled fewer than 40 per cent of the events they'd discussed at age 3, but those memories they did recall were more adult-like in their content. Bauer and Larkina said this suggests that adult-like remembering and forgetting develops at around age 7 or soon after. They also speculated that the immature form of recall seen at ages 5 to 7 could actually contribute to the forgetting of autobiographical memories - a process known as "retrieval-induced forgetting".

Another important finding was that the style mothers used when chatting with their 3-year-olds was associated with the level of remembering by those children later on. Specifically, mothers who used more "deflections", such as "Tell me more" and "What happened?" tended to have children who subsequently recalled more details of their earlier memories.

The researchers said their work "provides compelling evidence that accounts of childhood amnesia that focus only on changes in remembering cannot explain the phenomenon. The complementary processes involved in forgetting are also part of the explanation."

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Bauer PJ and Larkina M (2013). The onset of childhood amnesia in childhood: A prospective investigation of the course and determinants of forgetting of early-life events. Memory (Hove, England) PMID: 24236647

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The full article is behind a pay-wall, so here is the abstract from the publisher's website.

The onset of childhood amnesia in childhood: A prospective investigation of the course and determinants of forgetting of early-life events

Bauer PJ, Larkina M.

Abstract

The present research was an examination of the onset of childhood amnesia and how it relates to maternal narrative style, an important determinant of autobiographical memory development. Children and their mothers discussed unique events when the children were 3 years of age. Different subgroups of children were tested for recall of the events at ages 5, 6, 7, 8, and 9 years. At the later session they were interviewed by an experimenter about the events discussed 2 to 6 years previously with their mothers (early-life events). Children aged 5, 6, and 7 remembered 60% or more of the early-life events. In contrast, children aged 8 and 9 years remembered fewer than 40% of the early-life events. Overall maternal narrative style predicted children's contributions to mother-child conversations at age 3 years; it did not have cross-lagged relations to memory for early-life events at ages 5 to 9 years. Maternal deflections of the conversational turn to the child predicted the amount of information children later reported about the early-life events. The findings have implications for our understanding of the onset of childhood amnesia and the achievement of an adult-like distribution of memories in the school years. They highlight the importance of forgetting processes in explanations of the amnesia.

On Point - The Importance Of Forgetting

This week's episode of On Point with Tom Ashbrook looks at memory, forgetting, and when forgetting may be a good thing. It's a good discussion.

The Importance Of Forgetting

Wednesday, January 11, 2012

 

“Just put it out of your mind,” may be better advice than you think: We’ll look at memory and the scientific importance of forgetting.

This rendered 3-D computed tomography (CT) scan looking down the human head shows the complicated arteries and veins (in blue) supplying the brain above the base of the skull (in green). (Kai-hung Fung/National Science Foundation)

We talk so much about memory.  Not losing it.  Enhancing it.  Diving into it.  Working through it.  Sometimes, says a raft of new science, it’s better to just forget.  Forgetting, it turns out, may be a key part of mental health, mental hygiene.

Sigmund Freud said deal with it.  Dive into that repressed stuff.  Work it out.  Work it through. Tony Soprano said “fuggetaboutit.”  Tony Soprano may have been right.  Remember and you’ll ruminate.  Ruminate, and you’re bummed.  The brain is also built to forget.

This hour, On Point: memory and forgetting, and when forgetting may be for the best.

-Tom Ashbrook

Guests

Ingrid Wickelgren, an editor at Scientific American Mind and the author of the Streams of Consciousness blog at ScientificAmerican.com. Her special report in the latest issue of Scientific American Mind, titled Forgetting is Key to a Healthy Mind.

Michael Anderson, a professor at the University of Cambridge and a member of their Memory Research Group.

Alison Winter, associate professor of history at the University of Chicago. She’s the author of the forthcoming book Memory: Fragments of a Modern History.

From Tom’s Reading List

Scientific American Mind “Solomon Shereshevsky could recite entire speeches, word for word, after hearing them once. In minutes, he memorized complex math formulas, passages in foreign languages and tables consisting of 50 numbers or nonsense syllables. The traces of these sequences were so durably etched in his brain that he could reproduce them years later, according to Russian psychologist Alexander R. Luria, who wrote about the man he called, simply, “S” in The Mind of a Mnemonist.”

Salon “One of the most tenacious themes of 20th-century memory research was the idea that people tormented by the memories of terrible experiences could benefit from remembering them, and from remembering them better. The assumption — broadly indebted to psychoanalysis — was that psychological records of traumatic events often failed to be fully “integrated” into conscious memories. ”