Developmental Comparisons of the Ability to Discriminate Between Memories for Symbolic Play Enactments
Children's memory errors reveal the kinds of processing that may occur during source-monitoring judgments. After symbolically enacting everyday actions using toys or substitutes, preschoolers were more likely to claim they played with a toy when a substitute was involved as the instrument of ac...
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| Veröffentlicht in: | Developmental psychology 1994-03, Vol.30 (2), p.206-217 |
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| creator | Foley, Mary Ann Harris, Joanna F Hermann, Sarah |
| description | Children's memory errors reveal the kinds of processing that may occur during source-monitoring judgments. After symbolically enacting everyday actions using toys or substitutes, preschoolers were more likely to claim they played with a toy when a substitute was involved as the instrument of action than the reverse (Experiments 1-3). We interpret this bias as evidence for the importance of the functional similarity between actions for children's source-monitoring judgments. |
| doi_str_mv | 10.1037/0012-1649.30.2.206 |
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After symbolically enacting everyday actions using toys or substitutes, preschoolers were more likely to claim they played with a toy when a substitute was involved as the instrument of action than the reverse (Experiments 1-3). We interpret this bias as evidence for the importance of the functional similarity between actions for children's source-monitoring judgments.</description><identifier>ISSN: 0012-1649</identifier><identifier>EISSN: 1939-0599</identifier><identifier>DOI: 10.1037/0012-1649.30.2.206</identifier><identifier>CODEN: DEVPA9</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Age Differences ; Biological and medical sciences ; Child ; Child development ; Childhood Play Behavior ; Children & youth ; Cognition & reasoning ; Development ; Developmental psychology ; Discrimination ; Early Childhood Education ; Elementary School Students ; Errors ; Fundamental and applied biological sciences. 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After symbolically enacting everyday actions using toys or substitutes, preschoolers were more likely to claim they played with a toy when a substitute was involved as the instrument of action than the reverse (Experiments 1-3). We interpret this bias as evidence for the importance of the functional similarity between actions for children's source-monitoring judgments.</description><subject>Age Differences</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child development</subject><subject>Childhood Play Behavior</subject><subject>Children & youth</subject><subject>Cognition & reasoning</subject><subject>Development</subject><subject>Developmental psychology</subject><subject>Discrimination</subject><subject>Early Childhood Education</subject><subject>Elementary School Students</subject><subject>Errors</subject><subject>Fundamental and applied biological sciences. 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| ispartof | Developmental psychology, 1994-03, Vol.30 (2), p.206-217 |
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| source | EBSCOhost APA PsycARTICLES; Periodicals Index Online; Applied Social Sciences Index & Abstracts (ASSIA) |
| subjects | Age Differences Biological and medical sciences Child Child development Childhood Play Behavior Children & youth Cognition & reasoning Development Developmental psychology Discrimination Early Childhood Education Elementary School Students Errors Fundamental and applied biological sciences. Psychology Human Individual Development Memory Perception Preschool Children Pretend Play Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Reality Perception Recall (Psychology) Social research Symbolic play Toys Young children |
| title | Developmental Comparisons of the Ability to Discriminate Between Memories for Symbolic Play Enactments |
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