Carole Peterson
Dados Biográficos
| ID | 3598576 |
|---|---|
| NOME | Carole Peterson |
| PRENOMES | Carole |
| SOBRENOME | Peterson |
| ASSINATURA | PETERSON C |
| AFILIAÇÕES | Memorial University of Newfoundland |
| ORCID | 0000-0003-2973-9928 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 40 |
| TOTAL DE CITAÇÕES | 100 |
| TOTAL COMO AUTOR | 40 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1983 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
Does priming lead to earlier memories, or just earlier dating of memories
Several studies have reported that it is relatively easy to manipulate the age of people's earliest memory through providing priming information or warm-up questions prior to recall. When given primes that differ (e.g. ages 2/3 versus 6), the memories participants retrieved were dated earlier when given early primes and later when given late primes. One proposed explanation is that differential primes foster memory retrieval from different ages. …
What is your earliest memory? It depends
This article is a selective review of the literature on childhood amnesia, followed by new analyses of both published and unpublished data that has been collected in my laboratory over two decades. Analyses point to the fluidity of people's earliest memories; furthermore, methodological variation leads to individuals recalling memories from substantially earlier in their lives. How early one's "earliest" memory is depends on whether you have mult…
Highly emotional vicarious memories
Vicarious memories are memories that people have in reference to events that they have not directly experienced, rather heard second-hand. Little research has investigated vicarious memory; when it has, it has predominantly focused on vicarious trauma. The purpose of this study was to compare vicarious memories with personal memories. University students (N = 142) completed an in-person interview in which they recalled four memories: a highly pos…
How children talk about events
Children’s recency tendency
In the present cross-linguistic study two experiments were conducted to investigate the effects of age and linguistic background on response tendencies of preschoolers toward forced-choice questions. A total of 163 2- to 5-year-old children, including 63 Persian speakers, 57 Kurdish speakers and 43 English speakers, were asked a set of forced-choice, two option questions about familiar and unfamiliar objects. The results showed that, regardless o…
The Words of Violence
Is friendship quality reflected in memory narratives
The purpose of this study was to explore the link between friendship quality and content and structure of autobiographical narratives about friends. Gender differences were investigated as well. A total of 93 Italian undergraduates (51 males and 42 females) were asked to recall memories about their friends. Then, they were requested to write in detail one of their recalled memories. The Network of Relationships Inventory was used to measure the p…
Predicting which childhood memories persist
This investigation identified memory-level predictors of the survivability of 4- to 13-year-old children's earliest recollections over a 2-year period. Data previously reported by Peterson, Warren, and Short (2011) were coded for inclusion of emotion terms and thematic, chronological, and contextual narrative coherence. In addition, the uniqueness and content of the reported events were classified, and the presence or absence of event reminders w…
Your earliest memory may be earlier than you think
Theories of childhood amnesia and autobiographical memory development have been based on the assumption that the age estimates of earliest childhood memories are generally accurate, with an average age of 3.5 years among adults. It is also commonly believed that early memories will by default become inaccessible later on and this eventually results in childhood amnesia. These assumptions were examined in 2 prospective studies, in which children r…
Children’s autobiographical memories across the years
A distant mirror
Memories that were easily accessible (i.e., quickly retrieved in a memory-fluency task) of Italian university students were assessed. They were from four periods of life: preschool, elementary school, middle school, and high school/university. Half of the participants were instructed to recall only memories involving parents, and the other half memories involving friends. Across age at the time of remembered events, only memories of friends incre…
Parent-child relationship quality and infantile amnesia in adults
The first years of life are typically shrouded by infantile amnesia, but there is enormous variability between adults in how early and how much they can remember from this period. This study examined one possible factor affecting this variability: whether the perceived quality of parent-child relationships is associated with the number of early memories young adults can retrieve, and their age at the time of their first memory. We found such asso…
The relationship of parenting stress and child temperament to language development among economically disadvantaged preschoolers
Oral language skills in the preschool years are predictive of children's later reading success and literacy acquisition, and among these language skills, vocabulary and narrative ability play important roles. Children from low socioeconomic families face risks to their language development and because of threats to these skills it is important to identify factors that promote their development among high-risk groups. This preliminary study explor…
Buchbesprechungen
Mothers, fathers, and gender
This was an exploratory study assessing how parents talk about salient child experiences, namely injuries serious enough to require hospital ER treatment. Preschool-aged (2–5 years) and school-aged (8–13 years) children were recruited from a hospital ER, and their parents were interviewed a few days later about their children's experience. The free recall portion of interviews are assessed here. Narratives of mothers and fathers differed little, …
Like mother, like daughter
Children (2-5-year-olds and 8-13-year-olds) and their parents were independently interviewed about highly salient events: injuries serious enough to necessitate hospital emergency room treatment. Free recall narratives were scored using 14 measures of length, elaborative detail, cohesion, coherence,and provision of context. Mothers' narratives were more cohesive and coherent than fathers', and girls' narratives differed from boys' in parallel way…
Children’s long-term memory for autobiographical events
I Was Really, Really, Really Mad!” Children's Use of Evaluative Devices in Narratives About Emotional Events
Encouraging narratives in preschoolers
Twenty economically disadvantaged preschoolers (mean age 3;7) were randomly assigned to an intervention or a control group, and their mothers' styles of eliciting narratives from their children were assessed before and after intervention. Mothers of intervention children were encouraged to spend more time in narrative conversation, ask more open-ended and context-eliciting questions, and encourage longer narratives through back-channel responses.…
Children's memory for medical emergencies
Long-term recall of medical emergencies (including both injury and hospital treatment) by 2- to 13-year-olds was assessed 2 years after injury. Event identity was important: Children recalled injury details better than hospital treatment. Ninety-six children were interviewed 3 times prior to the 2-year recall; amount recalled decreased only for hospital treatment details, although accuracy of recall decreased for both injury and treatment. Twenty…
Stitches and Casts
The narratives of children (2-13 years) who had experienced trauma injuries requiring hospital Emergency Room treatment were analyzed for coherence. Specifically, the degree to which the children embedded their accounts within both an orienta-tive and evaluative context was assessed as well as whether they organized their narratives around high points. In addition, distress of the children at both time of injury and of treatment was rated on a 6-…
Memory for medical emergencies experienced by 1- and 2-year-olds
Children (13-18 months, 20-25 months, and 26-34 months) who had experienced trauma injuries were recruited in a hospital Emergency Room and subsequently interviewed about them within days (if verbal) and after 6, 12, and 18 or 24 months. The youngest children demonstrated little long-term verbal recall, whereas a few children in the intermediate group, who could not narrate about past events at time of injury, could verbally recall the target eve…
Extending Labov and Waletzky
Preview this article: Extending Labov and Waletzky, Page 1 of 1 /docserver/preview/fulltext/jnlh.7.1-4.31ext-1.gif
Extending Labov and Waletzky
Preview this article: Extending Labov and Waletzky, Page 1 of 1 /docserver/preview/fulltext/jnlh.7.1-4.31ext-1.gif
How Can I Remember When "I" Wasn′t There
A social interactionist account of developing decontextualized narrative skill
The ability to produce decontextualized language is a crucial skill underlying literacy acquisition. This study investigated the role of parental interaction styles on children's developing skill at providing contextual orientation in one type of decontextualized discourse, personal experience narratives. A researcher elicited narratives monthly for 18 months from 10 children age 26-43 months. At intervals, mothers were asked to tape record talk …
What makes a good story
Children's memory for medical emergencies
Long-term recall of medical emergencies (including both injury and hospital treatment) by 2- to 13-year-olds was assessed 2 years after injury. Event identity was important: Children recalled injury details better than hospital treatment. Ninety-six children were interviewed 3 times prior to the 2-year recall; amount recalled decreased only for hospital treatment details, although accuracy of recall decreased for both injury and treatment. Twenty…
The Development and Sex-Related Use of Interruption Behavior
In this article the authors argue that claims of sex differences in interruption behavior should not be uncritically accepted as there are limitations in previous research that make such acceptance questionable. The frequency of interruption was examined over a portion of the early life span (Grades 4 and 9 and college). Twenty-minute structured conversations of 90 dyads (30 male, 30 female, and 30 mixed sex) were scored for four types of interru…
Memory for medical emergencies experienced by 1- and 2-year-olds
Children (13-18 months, 20-25 months, and 26-34 months) who had experienced trauma injuries were recruited in a hospital Emergency Room and subsequently interviewed about them within days (if verbal) and after 6, 12, and 18 or 24 months. The youngest children demonstrated little long-term verbal recall, whereas a few children in the intermediate group, who could not narrate about past events at time of injury, could verbally recall the target eve…
I Was Really, Really, Really Mad!” Children's Use of Evaluative Devices in Narratives About Emotional Events
Like mother, like daughter
Children (2-5-year-olds and 8-13-year-olds) and their parents were independently interviewed about highly salient events: injuries serious enough to necessitate hospital emergency room treatment. Free recall narratives were scored using 14 measures of length, elaborative detail, cohesion, coherence,and provision of context. Mothers' narratives were more cohesive and coherent than fathers', and girls' narratives differed from boys' in parallel way…
Identifying referents and linking sentences cohesively in narration
To be comprehensible to a listener, narratives must have their referents specified unambiguously and their sentences interrelated. This investigation traces the clarity of noun/pronoun referents and the use of cohesive ties in personal experience narratives told by children aged 2, 4, 6, and 9 years as well as by adults. Overall, noun phrase (NP) errors decreased with age, but the introduction of new referents remained problematic throughout the …
Is friendship quality reflected in memory narratives
The purpose of this study was to explore the link between friendship quality and content and structure of autobiographical narratives about friends. Gender differences were investigated as well. A total of 93 Italian undergraduates (51 males and 42 females) were asked to recall memories about their friends. Then, they were requested to write in detail one of their recalled memories. The Network of Relationships Inventory was used to measure the p…
The Words of Violence
A distant mirror
Memories that were easily accessible (i.e., quickly retrieved in a memory-fluency task) of Italian university students were assessed. They were from four periods of life: preschool, elementary school, middle school, and high school/university. Half of the participants were instructed to recall only memories involving parents, and the other half memories involving friends. Across age at the time of remembered events, only memories of friends incre…
Parent-child relationship quality and infantile amnesia in adults
The first years of life are typically shrouded by infantile amnesia, but there is enormous variability between adults in how early and how much they can remember from this period. This study examined one possible factor affecting this variability: whether the perceived quality of parent-child relationships is associated with the number of early memories young adults can retrieve, and their age at the time of their first memory. We found such asso…
Predicting which childhood memories persist
This investigation identified memory-level predictors of the survivability of 4- to 13-year-old children's earliest recollections over a 2-year period. Data previously reported by Peterson, Warren, and Short (2011) were coded for inclusion of emotion terms and thematic, chronological, and contextual narrative coherence. In addition, the uniqueness and content of the reported events were classified, and the presence or absence of event reminders w…
Your earliest memory may be earlier than you think
Theories of childhood amnesia and autobiographical memory development have been based on the assumption that the age estimates of earliest childhood memories are generally accurate, with an average age of 3.5 years among adults. It is also commonly believed that early memories will by default become inaccessible later on and this eventually results in childhood amnesia. These assumptions were examined in 2 prospective studies, in which children r…
Stitches and Casts
The narratives of children (2-13 years) who had experienced trauma injuries requiring hospital Emergency Room treatment were analyzed for coherence. Specifically, the degree to which the children embedded their accounts within both an orienta-tive and evaluative context was assessed as well as whether they organized their narratives around high points. In addition, distress of the children at both time of injury and of treatment was rated on a 6-…
Understanding ?because
On the gender differential use of listener responsiveness
Developmental Psycholinguistics
What makes a good story
A naturalistic study of the production of causal connectives by children
This study analysed the naturalistic productions of because and so by 96 children, vaged 3; 6–9; 6, vwhile vnarrating real, vpersonal events. Few semantic errors could be construed as evidence of confused thinking; none is a confusion vdescribed by Piaget. Of the vsemantically correct causal uses, 81 % encode psychological causality, mostly statements of other people's intentions. Other analyses revealed: (1) many of the relationships encoded are…
Understanding ?because
Semantic and pragmatic uses of ‘but’
All uses of the connective but by narrating children 3; 6 to 9; 6 were classified as having primarily semantic function, pragmatic function, or as errors. The youngest children make the majority of errors, mistakenly using but when causal or precausal relationships exist. All children most commonly use but to signal semantic relationships such as semantic opposition or violation of expectation, although the oldest children use but proportionately…
The connective ‘and’
The connective and has frequently been described as a useful allpurpose connective that is used as a vehicle for introducing new inter-sentential semantic relationships. As new and more specific connectives are acquired, they are matched to these meanings. An assumption is that as children get older, and should be used less to express the various meanings for which more specific connectives exist; rather, it should be increasingly reserved for si…
The structure ofAND coordinations in children's narratives
The Connective and as Discourse Glue
Children's use of the connective and during narration was studied. Semantic analyses of the relationships between connected sentences showed that and is heavily used for a range of meanings, including those for which more specific connectives (such as causal or temporal ones) would be more appropriate. Few differences were found bet ween juxtaposed narrative sentences that had no connective and those that were joined by and. It was concluded that…
The who, when and where of early narratives
To be well understood, narratives need to be embedded within appropriate contextual information. The early development of key orientation (participants, location and time) was traced with an 18-month longitudinal study of real-experience narratives produced by 10 children aged approximately 2–3; 6. Listener knowledge or inference was required to decode most named participants and many were not specified at all. There was no developmental improvem…
A longitudinal analysis of young children's cohesion and noun specification in narratives
The early production of nine cohesive devices during narration about personal experience was examined in an 18-month longitudinal study of 10 children between approximately age 2;0 and 3;6. The specification of noun phrases and types of noun errors were also explored. The number of cohesive ties increased with both age and MLU, due to increased pronominal reference and conjunctions (while clausal and verbal ellipsis decreased). Specific cohesive …
Parental styles of narrative elicitation
Two contrastive studies of personal experience narration in two mother-child pairs are reported. The relationship between patterns of narrative elicitation and the children's developing narrative skill are investigated. Three sets of data were analysed: mother's utterances during mother-child elicitation, children's spontaneously provided contextual orientation in narratives elicited by a neutral researcher when the children were between 27 and 4…
On the gender differential use of listener responsiveness
Identifying referents and linking sentences cohesively in narration
To be comprehensible to a listener, narratives must have their referents specified unambiguously and their sentences interrelated. This investigation traces the clarity of noun/pronoun referents and the use of cohesive ties in personal experience narratives told by children aged 2, 4, 6, and 9 years as well as by adults. Overall, noun phrase (NP) errors decreased with age, but the introduction of new referents remained problematic throughout the …
The Development and Sex-Related Use of Interruption Behavior
In this article the authors argue that claims of sex differences in interruption behavior should not be uncritically accepted as there are limitations in previous research that make such acceptance questionable. The frequency of interruption was examined over a portion of the early life span (Grades 4 and 9 and college). Twenty-minute structured conversations of 90 dyads (30 male, 30 female, and 30 mixed sex) were scored for four types of interru…
How Can I Remember When "I" Wasn′t There
A social interactionist account of developing decontextualized narrative skill
The ability to produce decontextualized language is a crucial skill underlying literacy acquisition. This study investigated the role of parental interaction styles on children's developing skill at providing contextual orientation in one type of decontextualized discourse, personal experience narratives. A researcher elicited narratives monthly for 18 months from 10 children age 26-43 months. At intervals, mothers were asked to tape record talk …
Extending Labov and Waletzky
Preview this article: Extending Labov and Waletzky, Page 1 of 1 /docserver/preview/fulltext/jnlh.7.1-4.31ext-1.gif
Extending Labov and Waletzky
Preview this article: Extending Labov and Waletzky, Page 1 of 1 /docserver/preview/fulltext/jnlh.7.1-4.31ext-1.gif
Stitches and Casts
The narratives of children (2-13 years) who had experienced trauma injuries requiring hospital Emergency Room treatment were analyzed for coherence. Specifically, the degree to which the children embedded their accounts within both an orienta-tive and evaluative context was assessed as well as whether they organized their narratives around high points. In addition, distress of the children at both time of injury and of treatment was rated on a 6-…
Memory for medical emergencies experienced by 1- and 2-year-olds
Children (13-18 months, 20-25 months, and 26-34 months) who had experienced trauma injuries were recruited in a hospital Emergency Room and subsequently interviewed about them within days (if verbal) and after 6, 12, and 18 or 24 months. The youngest children demonstrated little long-term verbal recall, whereas a few children in the intermediate group, who could not narrate about past events at time of injury, could verbally recall the target eve…
Encouraging narratives in preschoolers
Twenty economically disadvantaged preschoolers (mean age 3;7) were randomly assigned to an intervention or a control group, and their mothers' styles of eliciting narratives from their children were assessed before and after intervention. Mothers of intervention children were encouraged to spend more time in narrative conversation, ask more open-ended and context-eliciting questions, and encourage longer narratives through back-channel responses.…
Children's memory for medical emergencies
Long-term recall of medical emergencies (including both injury and hospital treatment) by 2- to 13-year-olds was assessed 2 years after injury. Event identity was important: Children recalled injury details better than hospital treatment. Ninety-six children were interviewed 3 times prior to the 2-year recall; amount recalled decreased only for hospital treatment details, although accuracy of recall decreased for both injury and treatment. Twenty…
I Was Really, Really, Really Mad!” Children's Use of Evaluative Devices in Narratives About Emotional Events
Children’s long-term memory for autobiographical events
Like mother, like daughter
Children (2-5-year-olds and 8-13-year-olds) and their parents were independently interviewed about highly salient events: injuries serious enough to necessitate hospital emergency room treatment. Free recall narratives were scored using 14 measures of length, elaborative detail, cohesion, coherence,and provision of context. Mothers' narratives were more cohesive and coherent than fathers', and girls' narratives differed from boys' in parallel way…
Psychology (36 obras) · Developmental psychology (28 obras) · Linguistics (22 obras) · Cognitive psychology (21 obras) · Narrative (19 obras) · Cognition (15 obras) · Identity, Memory, and Therapy (14 obras) · Memory Processes and Influences (14 obras) · Social Psychology (14 obras) · Language Development and Disorders (13 obras)