On telling the whole story: facts and interpretations in autobiographical memory narratives from childhood through midadolescence.
This article examines age differences from childhood through middle adolescence in the extent to which children include factual and interpretive information in constructing autobiographical memory narratives. Factual information is defined as observable or perceptible information available to all individuals who experience a given event, while interpretive information is defined as information that articulates the desires, emotions, beliefs, and thoughts of the participant and other individuals who experience an event. Developmental research suggests that the latter type of information should become particularly prevalent in later adolescence, while the former should be abundantly evident by age 8. Across 2 studies, we found evidence for strong increases in interpretive information during adolescence, but not before. These increases were evident across different types of events, and across different subtypes of interpretive content. The results are discussed in terms of their implications for the development of autobiographical memory in childhood and adolescence.
Pasupathi
Monisha
M
Department of Psychology, University of Utah, Salt Lake City, UT 84112, USA. pasupath@psych.utah.edu
Wainryb
Cecilia
C
D000293:Adolescent; D041923:Adolescent Development / Q000502:physiology; D000339:Affect / Q000502:physiology; D000367:Age Factors; D002648:Child; D002657:Child Development / Q000502:physiology; D003210:Concept Formation / Q000502:physiology; D004644:Emotions / Q000502:physiology*; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall / Q000502:physiology*; D033262:Narration; D012094:Repression, Psychology; D012649:Self Concept; D012650:Self Disclosure; D013404:Suggestion