![]() All of these changes contribute to the formation of memory representations that are of higher quality, through addition of more, better elaborated, and more tightly integrated features ( Bauer, 2015). For example, we attribute better retention over time to more veridical encoding (e.g., Ornstein, Baker-Ward, & Naus, 1988), to more nuanced differentiation of the details of one event or experience relative to another (e.g., Bauer & Lukowski, 2010 Riggins, 2014), to greater precision locating events in time ( Friedman, 2014) and place ( Lourenco & Frick, 2014), to more robust and autonomous retrieval processes (e.g., Roebers, 2014), and to increases in autonoetic awareness ( Tulving, 2005 Wheeler, 2000), to name a few. The changes typically are viewed in terms of positive developments in the quality of the representations of past events that are formed, in terms of improvements in component abilities, or both. The trend is apparent whether one considers incidental memories, such as those formed over the course of everyday life, or deliberate and strategic remembering (see Bauer, 2013, for a review). The early history of the developmental study of memory is replete with examples of age-related improvements in task performance ( Bauer & Fivush, 2014). There is no doubt that over the course of childhood, memory for past events and experiences gets better. A more complete account is afforded when we also consider changes in forgetting (see Bauer, 2015, for a review).Ĭomplementary Processes in Development of Memory The major argument of the review is that focus on developmental increases in the quality of representations of past events and experiences will tell only a part of the story of how memory develops. The purpose of this review is to remove forgetting from the shadows and bring it into the spotlight of attention. Instead, focus is on what may be viewed as positive developmental changes, that is, changes that result in improvements in the quality of memory representations that are formed. ![]() Yet in spite of the prevalence of forgetting, theories of the development of memory largely ignore it as a potential source of variance in explanation of the course of change in long-term memory for past events-so-called episodic or autobiographical memory. We even plan for forgetting-creating notes and electronic reminders of things that we do not want to forget, but know that we otherwise would. Most of the time, we take it for granted that much of what we once remembered eventually (if not sooner) will be forgotten. A more complete account is afforded when we also consider changes in forgetting.įorgetting is fundamental. For this reason, focus on developmental increases in the quality of representations of past events and experiences will tell only a part of the story of how memory develops. It is logical to assume that while the substrate is developing, neural processing is relatively inefficient and ineffective, resulting in loss of information from memory (i.e., forgetting). Forgetting processes are implicated as a source of variability in long-term recall due to the protracted course of development of the neural substrate responsible for transformation of fleeting experiences into memory traces that can be integrated into long-term stores and retrieved at later points in time. The purpose of this review is to highlight the role of forgetting as an important variable in understanding the development of episodic and autobiographical memory. They focus instead on what may be viewed as positive developmental changes, that is, changes that result in improvements in the quality of memory representations that are formed. In spite of the prevalence of forgetting, theories of the development of episodic and autobiographical memory largely ignore it as a potential source of variance in explanation of age-related variability in long-term recall. Yet many other of our experiences are forgotten, sometimes very soon after they take place. Some memories of the events of our lives have a long shelf-life-they remain accessible to recollection even after long delays.
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