Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/22242
Appears in Collections:Psychology Journal Articles
Peer Review Status: Refereed
Title: The Development of Episodic Memory: Lifespan Lessons
Authors: Shing, Yee Lee
Lindenberger, Ulman
Contact Email: yee.shing@stir.ac.uk
Keywords: episodic memory
binding
strategy use
lifespan psychology
child development
aging
Issue Date: Jun-2011
Publisher: Wiley-Blackwell
Citation: Shing YL & Lindenberger U (2011) The Development of Episodic Memory: Lifespan Lessons, Child Development Perspectives, 5 (2), pp. 148-155.
Abstract: This article looks at the development of episodic memory (EM) in children from a lifespan perspective, focusing on studies that directly compare children’s patterns of memory performance to those of older adults. With training, children show greater improvements and higher levels of asymptotic performance than older adults even when they initially perform at the same or lower levels. Thus, the plasticity of EM appears to be greater in children than in older adults. Next, the article describes the two-component model of EM development, which delineates sets of mechanisms that may underlie EM differences between children and older adults. According to this model, EM requires the interaction between associative and strategic components. It posits that the associative component of EM is relatively mature by middle childhood and declines in old age. The strategic component of EM matures later than the associative component and also declines in old age. Empirical evidence supports the model, and the article discusses its relation to recent findings in developmental psychology and neuroscience. The article concludes that a lifespan perspective on EM helps to delineate the differences, commonalities, and dependencies among mechanisms that regulate its function and development.
Type: Journal Article
URI: http://hdl.handle.net/1893/22242
DOI Link: http://dx.doi.org/10.1111/j.1750-8606.2011.00170.x
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Affiliation: Psychology
Max Planck Institute for Human Development

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