Thinking about the future early in life: The role of relational memory
► Preschoolers can remember events in the past and imagine events in the future. ► Preschoolers produce more specific information when talking about the past than the future. ► Talk about the future is correlated with performance on a relational inference task. The constructive episodic simulation h...
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| Veröffentlicht in: | Journal of experimental child psychology 2013-04, Vol.114 (4), p.510-521 |
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| container_title | Journal of experimental child psychology |
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| creator | Richmond, Jenny L. Pan, Rose |
| description | ► Preschoolers can remember events in the past and imagine events in the future. ► Preschoolers produce more specific information when talking about the past than the future. ► Talk about the future is correlated with performance on a relational inference task.
The constructive episodic simulation hypothesis suggests that we imagine possible future events by flexibly recombining details of past experiences to produce novel scenarios. Here we tested this hypothesis by determining whether episodic future thinking is related to relational memory ability during the preschool years. Children (3- to 5-year-olds) were asked to remember a past event and imagine a possible future event using an adapted version of the recombination paradigm. Relational learning and inference were assessed using a task adapted from the neuroimaging literature. The results show that preschoolers were able to describe both past and possible future events; however, they produced more specific episodic details in relation to past events relative to future events. Episodic future thinking performance was correlated with performance on the relational inference task, consistent with the idea that the ability to flexibly recombine relational knowledge is critical in episodic future thinking. |
| doi_str_mv | 10.1016/j.jecp.2012.11.002 |
| format | Article |
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The constructive episodic simulation hypothesis suggests that we imagine possible future events by flexibly recombining details of past experiences to produce novel scenarios. Here we tested this hypothesis by determining whether episodic future thinking is related to relational memory ability during the preschool years. Children (3- to 5-year-olds) were asked to remember a past event and imagine a possible future event using an adapted version of the recombination paradigm. Relational learning and inference were assessed using a task adapted from the neuroimaging literature. The results show that preschoolers were able to describe both past and possible future events; however, they produced more specific episodic details in relation to past events relative to future events. Episodic future thinking performance was correlated with performance on the relational inference task, consistent with the idea that the ability to flexibly recombine relational knowledge is critical in episodic future thinking.</description><identifier>ISSN: 0022-0965</identifier><identifier>EISSN: 1096-0457</identifier><identifier>DOI: 10.1016/j.jecp.2012.11.002</identifier><identifier>PMID: 23267734</identifier><identifier>CODEN: JECPAE</identifier><language>eng</language><publisher>Amsterdam: Elsevier Inc</publisher><subject>Biological and medical sciences ; Child ; Child development ; Child, Preschool ; Developmental psychology ; Episodic future thinking ; Episodic memory ; Experimental psychology ; Female ; Flexibility ; Fundamental and applied biological sciences. Psychology ; Future ; Futures (of Society) ; Hippocampus ; Humans ; Imagination ; Imagination - physiology ; Inferences ; Learning ; Male ; Memory ; Memory - physiology ; Mental Recall - physiology ; New South Wales ; Preschool Children ; Preschoolers ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Relational memory ; Task Performance and Analysis ; Thinking - physiology</subject><ispartof>Journal of experimental child psychology, 2013-04, Vol.114 (4), p.510-521</ispartof><rights>2012</rights><rights>2015 INIST-CNRS</rights><rights>Crown Copyright © 2012. Published by Elsevier Inc. All rights reserved.</rights><rights>Copyright © 2013 Elsevier B.V. All rights reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c436t-2ea2895098833b97e75626c5c138d689908915f51a0652ac3efa6ea90656082e3</citedby><cites>FETCH-LOGICAL-c436t-2ea2895098833b97e75626c5c138d689908915f51a0652ac3efa6ea90656082e3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.sciencedirect.com/science/article/pii/S0022096512002172$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,776,780,3536,27903,27904,65309</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1007149$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=27152820$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/23267734$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Richmond, Jenny L.</creatorcontrib><creatorcontrib>Pan, Rose</creatorcontrib><title>Thinking about the future early in life: The role of relational memory</title><title>Journal of experimental child psychology</title><addtitle>J Exp Child Psychol</addtitle><description>► Preschoolers can remember events in the past and imagine events in the future. ► Preschoolers produce more specific information when talking about the past than the future. ► Talk about the future is correlated with performance on a relational inference task.
The constructive episodic simulation hypothesis suggests that we imagine possible future events by flexibly recombining details of past experiences to produce novel scenarios. Here we tested this hypothesis by determining whether episodic future thinking is related to relational memory ability during the preschool years. Children (3- to 5-year-olds) were asked to remember a past event and imagine a possible future event using an adapted version of the recombination paradigm. Relational learning and inference were assessed using a task adapted from the neuroimaging literature. The results show that preschoolers were able to describe both past and possible future events; however, they produced more specific episodic details in relation to past events relative to future events. Episodic future thinking performance was correlated with performance on the relational inference task, consistent with the idea that the ability to flexibly recombine relational knowledge is critical in episodic future thinking.</description><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child development</subject><subject>Child, Preschool</subject><subject>Developmental psychology</subject><subject>Episodic future thinking</subject><subject>Episodic memory</subject><subject>Experimental psychology</subject><subject>Female</subject><subject>Flexibility</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Future</subject><subject>Futures (of Society)</subject><subject>Hippocampus</subject><subject>Humans</subject><subject>Imagination</subject><subject>Imagination - physiology</subject><subject>Inferences</subject><subject>Learning</subject><subject>Male</subject><subject>Memory</subject><subject>Memory - physiology</subject><subject>Mental Recall - physiology</subject><subject>New South Wales</subject><subject>Preschool Children</subject><subject>Preschoolers</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Relational memory</subject><subject>Task Performance and Analysis</subject><subject>Thinking - physiology</subject><issn>0022-0965</issn><issn>1096-0457</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2013</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kE2LFDEQhoMo7rj6BwQlIIKXaVNJ50u8yLLrBwtexnPIZKrdtN2dMekW5t-bYcYVPHgqqt6niuIh5DmwBhiot33TY9g3nAFvABrG-AOyAmbVmrVSPySrOuHr2ssL8qSUnjEA1YrH5IILrrQW7YrcbO7i9CNO36nfpmWm8x3SbpmXjBR9Hg40TnSIHb6jm5rkNCBNHc04-DmmyQ90xDHlw1PyqPNDwWfnekm-3Vxvrj6tb79-_Hz14XYdWqHmNUfPjZXMGiPE1mrUUnEVZABhdspYy4wF2UnwTEnug8DOK_S2dooZjuKSvDnd3ef0c8EyuzGWgMPgJ0xLccCNFsYapSv66h-0T0uuL58oY3UrRaX4iQo5lZKxc_scR58PDpg7Wna9O1p2R8sOwFWndenl-fSyHXF3v_JHawVenwFfgh-67KcQy19Og-SGs8q9OHGYY7iPr78AYxpaW_P357w6_RUxuxIiTgF3MWOY3S7F__35G0ffoM8</recordid><startdate>20130401</startdate><enddate>20130401</enddate><creator>Richmond, Jenny L.</creator><creator>Pan, Rose</creator><general>Elsevier Inc</general><general>Elsevier</general><general>Elsevier BV</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>20130401</creationdate><title>Thinking about the future early in life: The role of relational memory</title><author>Richmond, Jenny L. ; Pan, Rose</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c436t-2ea2895098833b97e75626c5c138d689908915f51a0652ac3efa6ea90656082e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2013</creationdate><topic>Biological and medical sciences</topic><topic>Child</topic><topic>Child development</topic><topic>Child, Preschool</topic><topic>Developmental psychology</topic><topic>Episodic future thinking</topic><topic>Episodic memory</topic><topic>Experimental psychology</topic><topic>Female</topic><topic>Flexibility</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Future</topic><topic>Futures (of Society)</topic><topic>Hippocampus</topic><topic>Humans</topic><topic>Imagination</topic><topic>Imagination - physiology</topic><topic>Inferences</topic><topic>Learning</topic><topic>Male</topic><topic>Memory</topic><topic>Memory - physiology</topic><topic>Mental Recall - physiology</topic><topic>New South Wales</topic><topic>Preschool Children</topic><topic>Preschoolers</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Relational memory</topic><topic>Task Performance and Analysis</topic><topic>Thinking - physiology</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Richmond, Jenny L.</creatorcontrib><creatorcontrib>Pan, Rose</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of experimental child psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Richmond, Jenny L.</au><au>Pan, Rose</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1007149</ericid><atitle>Thinking about the future early in life: The role of relational memory</atitle><jtitle>Journal of experimental child psychology</jtitle><addtitle>J Exp Child Psychol</addtitle><date>2013-04-01</date><risdate>2013</risdate><volume>114</volume><issue>4</issue><spage>510</spage><epage>521</epage><pages>510-521</pages><issn>0022-0965</issn><eissn>1096-0457</eissn><coden>JECPAE</coden><abstract>► Preschoolers can remember events in the past and imagine events in the future. ► Preschoolers produce more specific information when talking about the past than the future. ► Talk about the future is correlated with performance on a relational inference task.
The constructive episodic simulation hypothesis suggests that we imagine possible future events by flexibly recombining details of past experiences to produce novel scenarios. Here we tested this hypothesis by determining whether episodic future thinking is related to relational memory ability during the preschool years. Children (3- to 5-year-olds) were asked to remember a past event and imagine a possible future event using an adapted version of the recombination paradigm. Relational learning and inference were assessed using a task adapted from the neuroimaging literature. The results show that preschoolers were able to describe both past and possible future events; however, they produced more specific episodic details in relation to past events relative to future events. Episodic future thinking performance was correlated with performance on the relational inference task, consistent with the idea that the ability to flexibly recombine relational knowledge is critical in episodic future thinking.</abstract><cop>Amsterdam</cop><pub>Elsevier Inc</pub><pmid>23267734</pmid><doi>10.1016/j.jecp.2012.11.002</doi><tpages>12</tpages></addata></record> |
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| subjects | Biological and medical sciences Child Child development Child, Preschool Developmental psychology Episodic future thinking Episodic memory Experimental psychology Female Flexibility Fundamental and applied biological sciences. Psychology Future Futures (of Society) Hippocampus Humans Imagination Imagination - physiology Inferences Learning Male Memory Memory - physiology Mental Recall - physiology New South Wales Preschool Children Preschoolers Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Relational memory Task Performance and Analysis Thinking - physiology |
| title | Thinking about the future early in life: The role of relational memory |
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