Changes in reality monitoring and episodic memory in early childhood.
The purposes of this research were to examine the developmental relation between reality monitoring and episodic memory, to link reality monitoring to autobiographical memory by using extended naturalistic events, and to examine prefrontal functioning as a potential contributor to development in reality monitoring and episodic memory. In Experiment 1, 4-year-olds were worse than 6- or 8-year-olds at reality monitoring after a week delay, despite the fact that they remembered more about real than imagined events and remembered different aspects of each. In Experiments 2 and 3, reality monitoring and episodic memory were evaluated for 4- and 6-year-olds immediately after the events occurred and, in Experiment 3, again after a week delay. Reality monitoring was at higher levels for both age groups, but age differences remained. These data suggest that preschoolers' difficulties with reality monitoring result from a combination of episodic memory deficits and strategic differences. In addition, correlation analyses more directly linked preschoolers' reality monitoring to episodic memory and supported the hypothesis that episodic memory development is related to prefrontal functioning.
Sluzenski
Julia
J
Department of Psychology, Temple University, Phildelphia, PA 19122-6085, USA. jsluzens@temple.edu
Newcombe
Nora
N
Ottinger
Wendy
W
D000367:Age Factors; D000704:Analysis of Variance; D001325:Autobiographies as Topic; D002648:Child; D002675:Child, Preschool; D003463:Cues; D005260:Female; D006801:Humans; D007092:Imagination / Q000502:physiology; D007361:Intelligence Tests; D007804:Language Development; D008297:Male; D008568:Memory / Q000502:physiology*; D008570:Memory, Short-Term / Q000502:physiology; D021641:Recognition, Psychology / Q000502:physiology*; D012153:Retention, Psychology / Q000502:physiology; D013997:Time Factors; D014705:Verbal Behavior / Q000502:physiology*; D014706:Verbal Learning / Q000502:physiology*