Behavioral Measurement of Remembering Phenomenologies: So Simple a Child Can Do It
Article first published online: 23 MAR 2004
Volume 75, Issue 2, pages 505–522, March 2004
How to Cite
Brainerd, C. J., Holliday, R. E. and Reyna, V. F. (2004), Behavioral Measurement of Remembering Phenomenologies: So Simple a Child Can Do It. Child Development, 75: 505–522. doi: 10.1111/j.1467-8624.2004.00689.x
- Issue published online: 23 MAR 2004
- Article first published online: 23 MAR 2004
Two remembering phenomenologies, vivid recollection and vague familiarity, have been extensively studied in adults using introspective self-report tasks, such as remember–know. Because such tasks are beyond the capabilities of young children, there is no database on how these phenomenologies first develop and what factors affect them. In experiments with 5- to 14-year-olds, a child-appropriate behavioral methodology (conjoint recognition) was used to measure these phenomenologies. For both true and false memory, there were marked age increases in vivid recollective experiences, coupled with only slight increases in vague familiarity experiences. Thus, there is a vague-to-vivid developmental shift in the mental states that accompany remembering, a finding that is predicted by fuzzy-trace theory's explanation of recollection and familiarity.