title: Knowing in advance: the impact of prior event information on memory and event knowledge.
abstract: We examined the influence of newly acquired information on children's memory and general representation of a personally experienced event. Thirty-five children between the ages of 5 and 7 years participated in the novel event (Visiting the Pirate). The day before participating, children were: (1) provided with new information specific to the up-coming event; (2) engaged in a discussion generally related to the event topic based on existing knowledge; or (3) discussed an unrelated topic. Advance information specific to the event led to better recall and, in particular, to better integration of the experience into a general event representation both soon after the event and at a follow-up interview 4 months later, whereas general discussion of the topic without the event specific information neither enhanced memory reports nor facilitated the integration of event information. Providing information in advance can have significant effects on memory and knowledge acquisition although many variables, including those relating to the specific content of the information, will affect this relation.
authors.affiliation: University of Otago, New Zealand.
authors.forename: Rachel
authors.initials: R
authors.lastname: Sutherland
authors.forename: Margaret-Ellen
authors.initials: ME
authors.lastname: Pipe
authors.forename: Katherine
authors.initials: K
authors.lastname: Schick
authors.forename: Janice
authors.initials: J
authors.lastname: Murray
authors.forename: Camilla
authors.initials: C
authors.lastname: Gobbo
mesh_terms: D002648:Child; D002657:Child Development; D002675:Child, Preschool; D005260:Female; D006801:Humans; D019359:Knowledge; D008297:Male; D008568:Memory; D008606:Mental Processes