Poster #4 - Examining the Factors That Influence Memory for Time Across Childhood

• In Event: 1-169 - Poster Session 04
  In Poster Session: PS 04 Section - Attention, Learning, Memory

Integrative Statement

Episodic memory is memory for past events from a specific time and place (Tulving, 1984). Memory for time or temporal features of past events is vital for episodic memory. Current research allows us to chart the developmental trajectory of memory for time in childhood, however relatively little is known about the factors that influence its development.

One such factor could be semantic knowledge related to time. Conventional time knowledge improves across middle to late childhood and is related to improvements in temporal memory in both lab-based episodic tasks (e.g., Pathman & Ghetti, 2014) and autobiographical memory narratives (Friedman, Reese and Dai, 2010). In the conventional time knowledge (CTK) task, originally developed by Friedman (1986), participants are asked to flexibly retrieve knowledge about months of the year. For example, a participant is asked “If you go backwards from April, which do you come to first, October or February?” Although CTK task performance is related to temporal memory accuracy, it is not yet clear whether semantic memory (knowledge) or working memory components of the CTK task are driving performance.

In the present study we examined memory for time using a naturalistic lab-based task. Seven-year-olds (n=32), 9-year-olds (n=34), 11-year-olds (n=33), and young adults (n=34), participated in four short events in different unique locations in the lab over a span of 2-3 hours, with other tasks completed in between events. We recorded the precise time that each of the four events were experienced. One-week later, participants were asked to place each of the events on an arbitrary timeline, and we measured the deviation from the accurate time. Participants were also asked to recall the location the events occurred. To determine how performance in the CTK may be influencing temporal memory performance, we also tested participants in various other tasks that tap other cognitive processes: working memory using the Corsi Blocks task, executive function using the Happy-Sad task (Lagatutta et al., 2011), and semantic knowledge/language using the WJIII Verbal Comprehension Picture Vocabulary task.

Analysis of Variance (ANOVA) on accuracy for the temporal memory timeline task revealed that there were age-related improvements such that younger children were less accurate (greater deviations) than older children and young adults, F(3, 132)=4.6, p<.005 (see Figure). As a comparison, there were no age-related improvements in recall of spatial location in this age range (F=.57,p=.41). Further a regression analysis showed that the CTK task (β=.23, p=.03), but not age (β=.09, p=.41), contributed unique variance to accuracy in the temporal memory performance. When we examined what factors predicted CTK task performance, semantic knowledge/language (β=.27, p=.005) and working memory (β=.26, p=.019), but not executive function (β=.07, p=.41) were unique predictors. This work replicates and extends previously cited findings and provides novel evidence about why the CTK task may be related to temporal memory measures in childhood. In addition, data from autobiographical memory narratives obtained from this sample of participants are currently being coded and will be incorporated to provide a richer understanding of temporal memory development and the factors that support it.

Authors

• Thanujeni Pathman, York University
  Non-Presenting Author

• Lina Deker, York University
  Presenting Author

• Christine Coughlin, The University of Texas at Austin
  Non-Presenting Author

• Simona Ghetti, University of California, Davis
  Non-Presenting Author