A Little Imprecision Goes a Long Way in Launching Memory Development
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| Title: | A Little Imprecision Goes a Long Way in Launching Memory Development |
|---|---|
| Language: | English |
| Authors: | Vladimir M. Sloutsky (ORCID |
| Source: | Child Development Perspectives. 2025 19(3):139-145. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Behavioral and Cognitive Sciences (BCS) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: | 1847603 R01HD078545 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Memory, Cognitive Development, Mnemonics, Infants, Young Children, Adults, Age Differences, Individual Development |
| DOI: | 10.1111/cdep.12536 |
| ISSN: | 1750-8592 1750-8606 |
| Abstract: | From the earliest moments in their lives, infants begin to build memories about their past and accumulate knowledge about the world. In this article, we focus on the distinction between memory for "specific" events and memory for "general" information, and the ongoing debate about which type of memory provides the foundation for the development of the other. Some researchers argue that specific memory developmentally precedes general memory, whereas others support the opposite position. Our literature review suggests that the latter position is inconsistent with many empirical findings and theoretical principles of memory captured by computational models capable of accounting for these findings. We propose that just good enough mnemonic acuity could be a starting point for memory development, and that it can support both specific and generalized memories. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480091 |
| Database: | ERIC |
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| Abstract: | From the earliest moments in their lives, infants begin to build memories about their past and accumulate knowledge about the world. In this article, we focus on the distinction between memory for "specific" events and memory for "general" information, and the ongoing debate about which type of memory provides the foundation for the development of the other. Some researchers argue that specific memory developmentally precedes general memory, whereas others support the opposite position. Our literature review suggests that the latter position is inconsistent with many empirical findings and theoretical principles of memory captured by computational models capable of accounting for these findings. We propose that just good enough mnemonic acuity could be a starting point for memory development, and that it can support both specific and generalized memories. |
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| ISSN: | 1750-8592 1750-8606 |
| DOI: | 10.1111/cdep.12536 |
