Development of Remembering the Past and Imagining the Future: Effects of an Episodic Specificity Induction

• In Event: Poster Session 04
  In Poster Session: PS 04 Topic - Attention, Learning, Memory

Abstract

Constructing imagined future events is likely supported by the ability to remember and then recombine elements from past experiences (Schacter & Addis, 2007). Adult work supports this theory, showing that adults provide more episodic (but not non-episodic) details for remembered and imagined events following a memory retrieval training (Madore et al., 2014). Here, we examined whether a memory retrieval training benefits children and adults similarly. We predicted both groups would provide more episodic content for remembered and imagined events post training, consistent with a benefit, but that gains may differ with age given immature retrieval processes in children. Though training effects on episodic content was of primary interest, we defined non-episodic content as semantic versus “other” (any other detail provided) to examine potential age-related differences in the contribution of specific detail types to remembering and imagining.

Younger children (7-9 years), older children (10-12 years) and adults (total N=115) were administered an episodic specificity induction paradigm consisting of two phases (adapted from Madore et al., 2014; Figure 1A). Each phase consisted of watching a movie, engaging in an induction, and completing the main task. In the interview induction, participants were interviewed about the movie to induce retrieval processes (i.e., retrieval training). In the math induction, they completed math problems. Following induction, participants completed the main task during which they were shown cue pictures of everyday scenes and asked to describe remembered events, imagined future events, and the cue pictures themselves (remember, imagine, and describe conditions). All aspects of the experiment were fully counterbalanced. Descriptions are being coded for episodic details, semantic details, and all other details (e.g., commentary, metacognitive statements) (adapted from Levine et al., 2002).

Preliminary analyses consisted of an induction x task x detail type x age mixed-effects ANOVA on number of details reported. An age x detail type interaction showed an age-related increase in episodic and semantic details, but not in other details (ps<.028; Figure 1B). Adults provided more semantic content than younger children (p=.008), and more episodic content than both child groups (ps<.029). Effects were further qualified by an induction x detail x age interaction (p=.029; Figure 1D). Both child age groups showed a benefit of retrieval training, providing more episodic details following the interview versus math induction (ps<.008). We also observed a task x detail type interaction (p<.001; Figure 1B) driven in part by more semantic content when imagining or describing versus remembering (p<.001).

Findings suggest inducing retrieval facilitates remembering and imagining during late childhood, a time during which retrieval processes are not yet mature. While adults did not show a training benefit, their high performance suggests they may be at ceiling in this developmental version of the paradigm. Findings also suggest gains in episodic memory and imagination during childhood are supported by increased retrieval of both semantic and episodic content, with gains due to episodic content perhaps more protracted. Finally, differential recruitment of episodic and semantic content across tasks suggests that retrieving general personal knowledge may play a greater role in imagining than remembering.

Authors

• Christine A Coughlin, University of Texas at Austin
  Presenting Author

• Cameron E. Hall, University of Texas at Austin
  Non-Presenting Author

• Kevin P. Madore, Stanford University
  Non-Presenting Author

• Daniel L. Schacter, Harvard University
  Non-Presenting Author

• Jeanne J. Gentot, University of Texas at Austin
  Non-Presenting Author

• Nicolette M. Notti, University of Texas at Austin
  Non-Presenting Author

• Alison Preston, University of Texas at Austin
  Non-Presenting Author