Confusions between memories for performed and imagined actions: a developmental comparison

Confusions between memories for performed and imagined actions: a developmental comparison. Foley, M. A. & Johnson, M. K. Child development, 56(5):1145–55, USA, 1985.
abstract bibtex

Children are often assumed to be more confused than adults are about the origin of self-generated memories (e.g., what they did or thought). The present experiments showed evidence in support of this assumption but only under some circumstances. In Experiment 1, 6- and 9-year-olds were as good as adults in distinguishing what they did from what they saw someone else do. However, children had particular trouble distinguishing what they did from what they imagined doing. Confusion between performed and imagined actions was evident across a range of actions. Clustering data also showed that information about origin is part of the memory for an event; all subjects recalled actions according to who performed what action (Experiment 1). Further, the presence of person categories as a basis for organization reduced clustering based on action class more for children than for adults (Experiment 1 vs. 2). Collectively, these findings indicate that children become sensitive to some distinctions in memories sooner than they do to others.

@article{Foley1985Confusions,
  author = {Foley, M. A. and Johnson, M. K.},
  title = {Confusions between memories for performed and imagined actions: a developmental comparison},
  journal = {Child development},
  address = {USA},
  year = {1985},
  volume = {56},
  number = {5},
  pages = {1145--55},
  isbn = {0009-3920 (Print) 0009-3920 (Linking)},
  abstract = {Children are often assumed to be more confused than adults are about the origin of self-generated memories (e.g., what they did or thought). The present experiments showed evidence in support of this assumption but only under some circumstances. In Experiment 1, 6- and 9-year-olds were as good as adults in distinguishing what they did from what they saw someone else do. However, children had particular trouble distinguishing what they did from what they imagined doing. Confusion between performed and imagined actions was evident across a range of actions. Clustering data also showed that information about origin is part of the memory for an event; all subjects recalled actions according to who performed what action (Experiment 1). Further, the presence of person categories as a basis for organization reduced clustering based on action class more for children than for adults (Experiment 1 vs. 2). Collectively, these findings indicate that children become sensitive to some distinctions in memories sooner than they do to others.},
  keywords = {Child; Child Development; Confusion/psychology; Cues; Humans; Imagination; Memory; Mental Recall; Motor Activity; Visual Perception; Qualitative Research},
  language = {English}
}

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