Language and autobiographical memory development from 5 to 12 years: A longitudinal perspective.

Llanos Merín, Alonso Mateo, Marta Nieto, Laura Ros, José Miguel Latorre

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Article in Memory & cognition, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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5 authors.

Llanos MerínDepartment of Psychology, Faculty of Medicine, University of Castilla, La Mancha, Avenida de Almansa 14, 02006, Albacete, Spain.

Alonso MateoFaculty of Education, University of Castilla-La Mancha, Albacete, Spain.

Marta NietoDepartment of Psychology, Faculty of Medicine, University of Castilla, La Mancha, Avenida de Almansa 14, 02006, Albacete, Spain. Marta.Nieto@uclm.es.

Laura RosDepartment of Psychology, Faculty of Medicine, University of Castilla, La Mancha, Avenida de Almansa 14, 02006, Albacete, Spain.

José Miguel LatorreDepartment of Psychology, Faculty of Medicine, University of Castilla, La Mancha, Avenida de Almansa 14, 02006, Albacete, Spain.

Funding

Castilla-La Mancha Department of Education, Culture and Sports and the European Regional Development Fund under SPBLY/19/180501/000181

6 · The paper itself

Abstract

The main aim of this study, with two repeated measurements, was to analyze the development of autobiographical memory in a sample of 78 Spanish participants at ages 5 (Time 1; M = 62.43 months, range: 50-74 months) and 12 (Time 2; M = 142.71 months, range: 132-155 months). Data were collected on autobiographical memory and verbal functions. We analyzed the relation between language and autobiographical memory specificity from a longitudinal perspective and assessed the indirect effect of vocabulary in the relationship between age and specific memory at both temporal moments. The results showed that language skills were positively related with autobiographical memory specificity at preschool age, but not at the second measurement. Furthermore, vocabulary scores appear to mediate the relationship between age and autobiographical specificity when children are in the preschool years, but not later. These findings agree with previous research that consider preschool age to be a crucial period for the development of autobiographical memory and its relations with language, but once basic command of language is acquired, linguistic differences impact much less on individual differences in autobiographical specificity.

Indexed as

Memory, EpisodicAge FactorsChildChild DevelopmentChild, PreschoolFemaleHumansLanguageLanguage DevelopmentLongitudinal StudiesMaleVocabularyAutobiographical memoryLongitudinal perspectiveMemory specificityVerbal ability

Identifiers

PMID38443518

DOI10.3758/s13421-024-01544-5

PMCPMC11362363

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