The Role of Inconsistency Cues in the Development of False Childhood Memories

2007 ◽  
Author(s):  
Kimberley A. Wade ◽  
Maryanne Garry
Keyword(s):  
Childhood Memories

Planting False Childhood Memories: The Role of Event Plausibility

1997 ◽  
Vol 8 (6) ◽  
pp. 437-441 ◽  
Author(s):  
Kathy Pezdek ◽  
Kimberly Finger ◽  
Dandle Hodge
Keyword(s):  
High School Students ◽  
Cognitive Processes ◽  
Close Relative ◽  
Childhood Memories ◽  
School Students ◽  
Catholic High School ◽  
Jewish Ritual ◽  
False Event ◽  
Event Plausibility

Two experiments tested and confirmed the hypothesis that events will be suggestively planted in memory to the degree that they are plausible and script-relevant knowledge exists in memory In Experiment 1, 22 Jewish and 29 Catholic high school students were read descriptions of three true events and two false events reported to have occurred when they were 8 years old One false event described a Jewish ritual, and one described a Catholic ritual Results for the false events showed the predicted asymmetry Whereas 7 Catholics but 0 Jews remembered only the Catholic false event, 3 Jews but only 1 Catholic remembered only the Jewish false event Two subjects recalled both events In Experiment 2 20 confederates read descriptions of one true event and two false events to a younger sibling or close relative The more plausible false event described the relative being lost in a mall while shopping the less plausible false event described the relative receiving an enema Three events were falselv remembered, all were the more plausible event We conclude by outlining a framework that specifies the cognitive processes underlying suggestively planting false events in memory

Voice in a narrative: A trialogue with Ruth Finnegan

2021 ◽  
Vol 7 (1) ◽  
pp. 1-20
Author(s):  
Sarali Gintsburg ◽  
Luis Galván Moreno ◽  
Ruth Finnegan
Keyword(s):  
Oral Poetry ◽  
Oral Literature ◽  
Childhood Memories ◽  
Childhood Experiences ◽  
African Languages ◽  
The Bible ◽  
History Of ◽  
The University ◽  
The 19Th Century

Abstract Ruth Finnegan FBA OBE (1933, Derry, Northern Ireland) took a DPhil in Anthropology at Oxford, then joined the Open University of which she is now an Emeritus Professor. Her publications include Oral Literature in Africa (1970), Oral Poetry (1977), The Hidden Musicians: Music-Making in an English Town (1989), and Why Do We Quote? The Culture and History of Quotation (2011). Ruth Finnegan was interviewed by Sarali Gintsburg (ICS, University of Navarra) and Luis Galván Moreno (University of Navarra) on the occasion of an online lecture delivered at the Institute for Culture and Society at the University of Navarra. In this trialogue-like interview, Ruth tells about the childhood experiences that were decisive for her interest in orality and storytelling, about her education and training as a Classicist in Oxford, the beginnings of her fieldwork in Africa among the Limba of Sierra Leone, and her recent activity as a novelist. She stresses the importance of voice, of its physical, bodily dimensions, its pitch and cadence; and then affirms the essential role of audience in communication. The discussion then touches upon several features of African languages, classical Arabic and Greek, and authoritative texts of Western culture, from Homer and the Bible to the 19th century novel. Through discussing her childhood memories, her assessment of the development and challenges of anthropology, and her views on the digital transformation of the world, Ruth concludes that the notion of narrative, communication, and multimodality are inseparably linked.

scholarly journals Educação não formal e a cidade: memórias de infância e perspectivas (p. 56-82)

1969 ◽  
Author(s):  
Antonio Carlos Miranda ◽  
Renata Sieiro Fernandes
Keyword(s):  
Public Space ◽  
Informal Education ◽  
Formal Education ◽  
Public Spaces ◽  
Educational Opportunities ◽  
Right To The City ◽  
Childhood Memories ◽  
Adult Men ◽  
The City

Entender a cidade como lugar de educação, de forma institucionalizada ou não, é vê-la como campo de educação informal e não formal. A educação informal se caracteriza por experiências não intencionais, dentro do contexto de vivência individual e social do dia-a-dia e a não formal, por experiências de ensino-aprendizagem, com intencionalidade e planejamento e que, estruturalmente, não tem uma legislação nacional que regule e incida sobre ela. Dentre os usos e ocupações atuais do espaço público por contestação, manifestação, lazer, sob orientações políticas, étnicas, artísticas, ambientais, lúdicas pelo público adulto, têm surgidoexperiências que envolvem as crianças como sujeitos-cidadãos de direito à cidade. A partir de depoimentos ou narrativas de homens e mulheres adultos recolhidos por meio virtual, sobre os usos que fizeram, na infância, da rua e dos espaços públicos da cidade, bem como as expectativas ou perspectivas atuais com relação ao uso do nosso espaço público por crianças, jovens e adultos, busca-se refletir sobre o papel damemória (envolvendo o trabalho com lembranças e esquecimentos) na construção de histórias pessoais e sociais a fim de pensar as possibilidades educativas que acontecem na cidade em diferentes momentos históricos.Palavras-chave: Educação não formal. Memórias. Cidade educativa.Non-formal education and the city: childhood memories and perspectivesAbstractNon-formal education and the city: childhood memories and perspectives Understand the city as a place of education, institutionalized or not, is to see it as a field of non-formal and informal education. Informal education is characterized by unintentional experiences within the context of individual and social experience of the day-to-day. Non-formal education is characterized by experiences of teaching andlearning, with intentionality and planning and, structurally, has no national legislation regulating and focusing on it. Among the uses and current occupations of public space for contestation, manifestation, leisure, under political, ethnic, artistic, environmental, recreational guidelines for adult audiences, there have been experiments involving children as subjects-citizens right to the city. Based on statements or narratives of adult men and women collected by virtual means, on the uses they did in childhood, street and public spaces of the city as well as the current expectations or prospects regarding the use of our public space by children, youth and adults we seek to reflect on the role of memory (involving working with memories and forgetfulness) in the construction of personal and social histories in order to think the educational opportunities happening in the city at different historical moments.Keywords: Non-formal education. Memories. Educational city.La educación no formal y la ciudad: recuerdos y perspectivas de la niñezResumenEntender la ciudad como un lugar de educación, institucionalizada o no, es verlo como un campo de la educación no formal e informal. La educación informal se caracteriza por experiencias no intencionales en el contexto de la experiencia individual y social del día a día y no formal, por las experiencias de enseñanza y aprendizaje, con la intencionalidad y la planificación y, estructuralmente, no tiene legislación nacional para la regulación en centrarse en ella. Entre los usos y ocupaciones actuales de espacio público para la manifestación, reunión, recreación, bajo las directrices de recreo políticas, étnicas, artísticas, ambientales, para un público adulto, han surgido experiencias que involucran a niños como sujetos-ciudadanos el derecho a la ciudad. Sobre la base de las declaraciones o relatos de los hombresadultos y mujeres recogidos por medios virtuales, los usos que hacían en la infancia, em la calle y em los espacios públicos de la ciudad, así como las expectativas actuales o potenciales, en relación con el uso de nuestro espacio público por niños, jóvenes y adultos que buscamos reflexionar sobre el papel de la memoria (que implica trabajar con los recuerdos y el olvido) en la construcción de historias personales y sociales a pensar en las posibilidades educativas que tienen lugar en la ciudad en diferentes momentos históricos.Palabras-clave: Educación no formal. Recuerdos. Ciudad educativa.

Childhood memories of threatening experiences and submissiveness and its relationship to hallucination proneness and ideas of reference: The mediating role of dissociation

2018 ◽  
Vol 59 (4) ◽  
pp. 407-413 ◽  
Author(s):  
Gloria Bellido-Zanin ◽  
Salvador Perona-Garcelán ◽  
Cristina Senín-Calderón ◽  
Ana María López-Jiménez ◽  
Miguel Ruiz-Veguilla ◽  
...  
Keyword(s):  
Childhood Memories ◽  
Mediating Role

How Family Life Shapes Religious Parenting

2021 ◽  
pp. 161-190
Author(s):  
Christian Smith ◽  
Amy Adamczyk
Keyword(s):  
Adult Children ◽  
Family Life ◽  
Religious Faith ◽  
Important Influence ◽  
Childhood Memories ◽  
Physical Presence ◽  
Similarities And Differences

When parents think about how they want to pass on their religion to their children, they often consider their own experiences as children, as well as the individuals with whom their children spend a lot of time. These people include their own parents, grandparents, and, of course, partners. This chapter explores how these other people, both their physical presence as well as childhood memories of them, affect how they try to transmit religion to their offspring. The chapter examines general similarities and differences between adult children and their parents in their childrearing style. It also considers the extent to which adult children draw upon childrearing approaches learned from their parents. The role of grandparents is discussed, as well as the important influence of partners in shaping religious faith transmission. The chapter concludes with a discussion of the different processes married parents and those who are divorced or single engage.

Planting False Childhood Memories in Children: The Role of Event Plausibility

1999 ◽  
Vol 70 (4) ◽  
pp. 887-895 ◽  
Author(s):  
Kathy Pezdek ◽  
Danelle Hodge
Keyword(s):  
Childhood Memories ◽  
Event Plausibility

scholarly journals Recuerdos de infancia: niñez y dictadura en Chile (1973-1990) / Childhood memories: chilhood and dictatorship in Chile (1973-1990)

2017 ◽  
pp. 447
Author(s):  
Patricia Eliana Castillo Gallardo ◽  
Nicolas Peña Fredes ◽  
María Paz Garrido ◽  
Antonia Gonzalez Bertran ◽  
Florencia Trujillo Arredondo
Keyword(s):  
Material Culture ◽  
Daily Life ◽  
Memory Studies ◽  
Childhood Memories ◽  
Military Dictatorship ◽  
Memory Aids ◽  
Palabras Clave

Resumen: Este artículo presenta resultados de una investigación en torno a la experiencia de la niñez en la última dictadura cívico-militar en Chile (1973-1990). Se discute el lugar que han ocupado los recuerdos de infancia en los estudios de memoria respecto a este periodo. Se acude a la perspectiva de los nuevos estudios de infancia para dirigir la mirada sobre aspectos poco visibles de la vida cotidiana. Se realizaron 24 entrevistas abiertas a personas que vivieron la niñez en dictadura. La entrevista fue concertada a propósito de un objeto (carta, diario de vida, tarjetas postales, grabaciones, etc.) producido o adquirido por el participante entre 1973-1990. En las conclusiones se reflexiona respecto al papel de la reconstrucción de los recuerdos de infancia mediante el uso de objetos ayuda-memoria y los aspectos universales de la experiencia de niñez en dictadura. Palabras clave: Memoria, Dictadura cívico-militar, Infancia, Cultura Material. Abstract: This article presents the results of a research on the experience of childhood during the last civil-military dictatorship in Chile (1973-1990). The role of childhood memories in memory studies of the period is discussed. Perspectives of new studies on childhood are used to draw attention on aspects of daily life that are not readily apparent. Twenty-four open interviews were conducted to persons who experienced childhood during the dictatorship. Each interview was centered around an object (letter, personal diary, postcards, recordings, etc.) made or acquired by the interviewee between 1973 and 1990. In the conclusion there is a reflection about the role of the reconstruction of childhood memories through objects that serve as memory aids and these universal aspects of the experience of childhood in dictatorship. Keywords: Memory, civil-military dictatorship, childhood, material culture.

Retrospective assessment of parental attitudes and the quality of the relationship with siblings during childhood

2021 ◽  
Vol 62 (20) ◽  
pp. 5-21
Author(s):  
Paulina Szymańska ◽  
Magdalena Poraj-Weder
Keyword(s):  
Parental Attitudes ◽  
Negative Relationship ◽  
Childhood Memories ◽  
Negative Attitudes ◽  
Retrospective Assessment ◽  
Gender Factor ◽  
High Level ◽  
The Relationship

Introduction: According to the systems theory, one of the main factors that can modify the siblings’ bond are parental interactions (Derkman et al., 2011). Researchers indicate two approaches in this area: congruential, confirming the similarity between the sibling’s and parents’ relationships, and the compensatory approach regarding the possibility of compensation in siblings’ relations for a negative relationship with the parents. Method: The aim of the study was to investigate the relationship between the retrospective assessment of parental attitudes and the quality of sibling relations in childhood, including the evaluation of the moderating role of gender factor. Five hundred young adults participated in the study. The EMBU questionnaire – My Childhood Memories, STQ-Then – You and Your Siblings – Once, and a sociodemographic survey were used. Results: The study showed a positive relationship between the Emotional Warmth of the mother and father and the positive aspects of the relationship with siblings, i.e. Mutuality, Support, Care and Imitation, and a negative association with Criticism. High Overprotection and Rejection of parents were associated with a high level of Criticism in sibling relationships. Moreover, parents’ Rejection correlated negatively with Mutuality, Support, and Imitation, while mother’s Overprotection correlated negatively with Mutuality and Support. The gender of respondents was a moderator in two relationships: between Rejection of the father and Support in siblings, and the Emotional Warmth of the father and the level of Care between children. Conclusions: The obtained results are consistent with the congruent approach: parental attitudes based on closeness and support translated into a warm and mutual relationship between siblings, while negative attitudes were associated with a lower quality of relations between brothers and sisters. The child’s gender was particularly important in relation to the relationship between the quality of relations with siblings and the father’s interactions.

Mental health and childhood memories among rural Kenyan men: Considering the role of spirituality in life-course pathways

2020 ◽  
pp. 135910532094498
Author(s):  
Michael L Goodman ◽  
Stanley Gitari ◽  
Philip Keiser ◽  
Aleisha Elliott ◽  
Sarah Seidel
Keyword(s):  
Mental Health ◽  
Meaning In Life ◽  
Mental Illnesses ◽  
High Morbidity ◽  
Childhood Memories ◽  
Mediating Role ◽  
Adult Mental Health ◽  
Childhood Attachment ◽  
Daily Spiritual Experiences

Globally there is high morbidity due to mental illnesses, necessitating research on positive mental health and new models of mental health promotion. This study investigates the mediating role of spirituality to known pathways between childhood social exposures and adult mental health outcomes—hope, meaning in life and depression among young Kenyan men. Using the “religion as attachment” framework, we investigate whether childhood attachment conditions predict lower scores of daily spiritual experiences, and whether this pathway mediates associations between childhood attachment conditions and current depression, meaning in life, and hope. Spirituality significantly mediated associations between childhood attachments and adult mental health.

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