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{{short description|Development of memory in children}}
The '''development of memory in children''' becomes evident within the first 3 years of a child's life as they show considerable advances in [[declarative memory]].
Recent research on the development of memory has indicated that declarative, or explicit memory, may exist in infants who are even younger than two years old. For example, newborns who are less than 3 days old demonstrate a preference for their mother’s own voice,
==Cognitive Neuroscience of Memory Development==
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===Central Executive===
Central executive is an
===Phonological Loop===
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==Long Term Memory==
Long term memory, also known as episodic and semantic memory, has the ability to store valuable information for a proficient amount of time.<ref name="worldcat.org">{{Cite book|title=The Gale encyclopedia of psychology|others=Longe, Jacqueline L.|year = 2016|isbn=978-1-4103-1781-0|edition=Third|___location=Farmington Hills, MI|oclc=941831058}}</ref> According to Longe (2016) the storage of long-term memory could be in assortments of minutes to lifetime, meaning an activity or event attended can be recalled after a few minutes or be stored for a long time.<ref name="worldcat.org"/> Long term memory uses
Explicit memory becomes much better over the developmental years. However, there are small effects of age on implicit memory, which could be because implicit memory involves more basic processes than declarative memory which would make it less affected by a child's developing cognitive skills and abilities.<ref>{{Cite journal|last=Ward|first=Emma V.|last2=Berry|first2=Christopher J.|last3=Shanks|first3=David R.|date=2013|title=Age effects on explicit and implicit memory|journal=Frontiers in Psychology|volume=4|doi=10.3389/fpsyg.2013.00639|pmid=24065942|issn=1664-1078}}</ref>
===Infants===
The study also indicated that the infant could remember the connection for up to 14 days.<ref name="Learning & memory"/> However, once certain time has passed the infant’s leg is once again connected to the mobile’s movement with a ribbon to test of the infant recalled what to do.<ref name="Learning & memory"/> The infant did not remember what to do, and they were introduced to a certain factor that would aid the infant to remember.<ref name="Learning & memory"/> According to Robert & Saweikis (2004), If the
Infants who are 5 months or older are able to use emotions to influence their memories. However, at this age, infants will be more likely to remember things that were characterized by positive emotions. Numerous mechanisms that are used to study and infer memory in children cannot be used on infants, due to the process the study is retrieved, which include writing or speaking.<ref name="Learning & memory"/> The way that researchers study the memory capabilities of infants in this age range is through measuring eye movements between test images presented. After doing this initial round of testing, the researchers would conduct follow-up tests both 5 minutes later and one day later. The follow-up tests shown to the infants included two geometric shapes: one from the original test, and a new shape. The researchers were able to record how long the infants looked at the images in the follow-up tests and measured how long the infants stared at each shape. The infants were more likely to gaze at the geometric shapes from the original tests if they had been paired with positive voices than if they had been paired with neutral or negative voices. This study indicated that infants at this age would be able to better remember shapes and patterns of things if they were associated with positive emotions because positivity would increase the infants' interest and attention.<ref>{{cite journal |last1=Flom |first1=Ross |last2=Janis |first2=Rebecca B. |last3=Garcia |first3=Darren J. |last4=Kirwan |first4=C. Brock |title=The effects of exposure to dynamic expressions of affect on 5-month-olds' memory |journal=Infant Behavior and Development |volume=37 |issue=4 |pages=752–9 |year=2014 |pmid=25459793 |doi=10.1016/j.infbeh.2014.09.006 }}</ref><ref>{{Cite journal|last=Sullivan|first=Margaret Wolan|last2=Lewis|first2=Michael|date=April 2003|title=Emotional Expressions of Young Infants and Children: A Practitionerʼs Primer|journal=Infants & Young Children|language=en|volume=16|issue=2|pages=120–142|doi=10.1097/00001163-200304000-00005|issn=0896-3746}}</ref>
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Infants at as early as 7-months-old can conceptually differentiate between categories such as animals and vehicles. Although infants’ concepts may be crude by adult standards, they still allow infants to make meaningful semantic distinctions. An example is that infants can differentiate between items belonging to a kitchen and those items belonging to a bathroom.<ref>{{cite journal |last1=Mandler |first1=Jean M. |last2=Fivush |first2=Robyn |last3=Reznick |first3=J. Steven |title=The development of contextual categories |journal=Cognitive Development |volume=2 |issue=4 |year=1987 |pages=339–54 |doi=10.1016/S0885-2014(87)80012-6 }}</ref> At the very least, these categories lay a foundation for early knowledge development, organizing information in storage and influence future encoding. Infants from 16 months old are able to draw on their semantic knowledge in [[generalization]] and [[inference]]. This knowledge can also be used by older toddlers, 24-month-olds, to facilitate acquisition and retention of new information. Their knowledge of causal ordering of events can be used to help to recall the sequence of events.<ref>{{Cite book|last=Henry, Lucy.|title=The development of working memory in children|date=2011|publisher=SAGE|isbn=978-1-84787-329-3|oclc=926809576}}</ref> Infants have the ability to recall experiences after some time or demonstrate that they have a forming cognitive process.<ref name="Henry, Lucy. 2012">{{Cite book|last=Henry, Lucy.|title=The development of working memory in children|date=2012|publisher=SAGE|isbn=978-1-4462-5419-6|___location=Los Angeles|oclc=797817779}}</ref><ref name="Flavell 324–340">{{Cite journal|last=Flavell|first=John H|last2=Friedrichs|first2=Ann G|last3=Hoyt|first3=Jane D|date=October 1970|title=Developmental changes in memorization processes|journal=Cognitive Psychology|language=en|volume=1|issue=4|pages=324–340|doi=10.1016/0010-0285(70)90019-8}}</ref>
Pre-school children can be heavily inaccurate in recalling words or numbers they have just learned.<ref name="Flavell 324–340"/><ref name="Henry, Lucy. 2012"/> Children are more able to recall information, which according to Henry (2011) children can “predict” memory performance if they have an online experience with a task.<ref name="Henry, Lucy. 2012"/> What led to this conclusion was the children were given a tape recorder with 10 words, the kids were asked to stop the tape recorder once they thought they could remember all the words mentioned.<ref name="Henry, Lucy. 2012"/> According to the study 17% children predicted that they knew all 10 words mentioned.<ref name="Henry, Lucy. 2012"/>
Knowledge itself will not alter retention performance, rather how well that knowledge is structured will alter performance. Better retention was shown with information that had greater cohesion and more elaborative elements. Familiarity and repetition of an experience can also influence the organization of information in storage for preschoolers and older children.<ref name="fivush" /> Children who experienced an event twice recalled the event better 3 months later than did children who only experienced it once and showed equally good recall at 3 months compared to recall at 2 weeks after experiences.<ref name="swrtc.nmsu.edu">{{Cite web|url=https://swrtc.nmsu.edu/cli-2/pastconferences/2017-2/agenda/childtraumatic/|title=Child Traumatic Memory and the Testimony of Children {{!}} Southwest Regional Training Center {{!}} New Mexico State University|language=en|access-date=2020-03-30}}</ref>
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