1-211 - Memory Assessments Across Development: Current Practices and Aspirations for the Future

Session Type: Conversation Roundtable

Integrative Statement

Memory is a cornerstone ability upon which children build knowledge of the world. The study of what changes in memory across development and the mechanisms underlying these changes have been of interest to developmental psychologists for over 50 years. The now-famous question of “What is memory development the development of” (Falvell, 1971) has fueled the creation of numerous paradigms that have shed considerable light on children’s memory abilities across development. However, we have come to a cross-roads in terms of progress, as the number and type memory assessments has grown and yielded a multitude of diverse paradigms that tap different aspects of memory (e.g., episodic vs. semantic, short-term vs. long-term, binding vs. source) and different neural substrates. At present, it is unclear whether the different methods used across development engage the same aspects of memory or similar neural correlates. This heterogeneity is problematic for multiple reasons. First, it limits our ability to fully understand precise changes in memory overtime. Second, it also prevents us from taking advantage of advances in big data science and technology because it is unclear whether pooling resources and sharing data across memory paradigms is advisable. This Conversation Roundtable will bring together leaders in the field of memory development who represent a diverse array of perspectives and training backgrounds. The goal of the Roundtable is to discuss these pressing issues that currently impede progress in the field and explore whether developing common methodology would be a useful avenue to pursue now or in the future.

Sub Unit

• Attention, Learning, Memory

Moderator

• Tracy Riggins, University of Maryland

Panelists

• Patricia Bauer, Emory University

• Simona Ghetti, University of California, Davis

• Noa Ofen, Wayne State University

• Alison R Preston, The University of Texas at Austin

• Nora S. Newcombe, Temple University