Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Explicit Memories

Explicit Memories

Explicit memories, also known as declarative memories, are consciously remembered, recalled, and reported. Studying for a chemistry exam involves material that will become part of explicit memory. There are two types of explicit memory: episodic and semantic.
Episodic memory contains information about personally experienced events and is reported as a story. An example of episodic memory is recalling a birthday celebration. This type of memory includes the what, where, and when of an event, as...

Autobiographical Memory

Autobiographical Memory

Autobiographical memory is a unique type of episodic memory that involves recollecting personal life experiences. It allows individuals to remember significant events from their past, creating a narrative of their lives. One interesting phenomenon related to autobiographical memory is the reminiscence bump. This effect refers to the tendency of adults to recall more events from their second and third decades of life — typically between ages 10 to 30 — than from other periods. This period is...

Eyewitness Memory

Eyewitness Memory

Eyewitness memory refers to the recollection of events by someone who has directly witnessed them, often serving as critical evidence in legal settings. This type of memory is commonly used in criminal cases where a witness describes details like a suspect's appearance, clothing, or behavior during a crime. However, despite its perceived reliability, eyewitness memory is prone to significant errors.
One such error is memory distortion, which occurs because human memory does not function like a...

False Memories

False Memories

False memories represent a cognitive distortion in which individuals recall events that did not happen, or remember them in an altered form. This phenomenon highlights the brain's constructive nature in processing and recalling memories, emphasizing that memory is not a perfect representation of past events but rather a dynamic reconstruction influenced by various factors.
One primary source of false memories is misattribution, where individuals incorrectly associate external information with...

Piaget's Stage 1 of Cognitive Development

Piaget's Stage 1 of Cognitive Development

The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
Exploration...

Piaget's Stage 2 of Cognitive Development

Piaget's Stage 2 of Cognitive Development

The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

YCu3Al2, an example of an AB5 structure type.

Acta crystallographica. Section C, Crystal structure communications·2001

Same author

Transition from novelty to familiarity preference depending on recognition performance by 4-yr.-olds.

Psychological reports·2001

Same author

Differences in recognition and preference among four- and five-year-olds on a tactile learning and visual test.

Perceptual and motor skills·2000

Same author

No transfer of visuomotor learning of button-pressing from right to left hands in right-handed four-year-olds.

Perceptual and motor skills·1999

Same author

[Studies on inhibition mechanism of autoxidation by tannins and flavonoids. III. Inhibition mechanism of tannins isolated from medicinal plants and related compounds on autoxidation of methyl linoleate].

Yakugaku zasshi : Journal of the Pharmaceutical Society of Japan·1988

Same author

[Studies on inhibition mechanism of autoxidation by tannins and flavonoids. II. Inhibition mechanism of caffeetannins isolated from leaves of Artemisia species on lipoxygenase dependent lipid peroxidation].

Yakugaku zasshi : Journal of the Pharmaceutical Society of Japan·1988

Search research articles

Related Experiment Video

Updated: Jul 17, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

Differences in episodic memory between four- and five-year-olds: false information versus real experiences.

¹Department of Life Sciences/Psychology, University of Tokyo. uehara@mochy.c.u-tokyo.ac.jp

Psychological Reports

|July 6, 2000

Summary

Four-year-olds exhibit underdeveloped episodic memory, struggling to recall personal events and confusing suggested experiences with their own. This critical difference impacts early memory development in children.

More Related Videos

An Experimental Analysis of Children's Ability to Provide a False Report about a Crime

An Experimental Analysis of Children's Ability to Provide a False Report about a Crime

Published on: May 3, 2016

The Deese-Roediger-McDermott (DRM) Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory

The Deese-Roediger-McDermott (DRM) Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory

Published on: January 31, 2017

Related Experiment Videos

Last Updated: Jul 17, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

An Experimental Analysis of Children's Ability to Provide a False Report about a Crime

An Experimental Analysis of Children's Ability to Provide a False Report about a Crime

Published on: May 3, 2016

The Deese-Roediger-McDermott (DRM) Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory

The Deese-Roediger-McDermott (DRM) Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory

Published on: January 31, 2017

Area of Science:

Developmental Psychology
Cognitive Neuroscience
Child Development

Background:

Infantile amnesia is the inability to recall personal episodes before age four.
This is often attributed to the immaturity of episodic memory systems in early childhood.

Purpose of the Study:

To investigate the developmental differences in episodic memory between four- and five-year-old children.
To determine if four-year-olds' episodic memory is sufficiently developed to recall recent personal events.

Main Methods:

Experiments involved 30 four-year-olds and 30 five-year-olds.
Children were asked to recall participation in parent-child games two days after a sports festival.
Memory for suggested realistic or unrealistic events was tested seven days after information was provided.

Main Results:

Four-year-olds could not accurately report episodic details of the games, unlike five-year-olds.
Four-year-olds showed a tendency to incorporate experimenter-provided information into their own memory recall.
Five-year-olds demonstrated better recall of personal experiences and differentiation of external information.

Conclusions:

A significant difference in episodic memory development exists between four- and five-year-olds.
Episodic memory is not yet fully developed in four-year-olds, impacting their ability to form and retrieve distinct personal experiences.