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Related Experiment Video

Updated: May 8, 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

Group-dependent selective forgetting in Arab-Israeli children.

Carlos Magzel¹, Ildiko Kiraly¹, Sunae Kim²

¹Department of Cognitive Psychology, Eotvos Lorand University.

Developmental Psychology

|May 7, 2026

Summary

This summary is machine-generated.

Children selectively forget information based on social cues from ingroup members. This social influence on memory, impacting recall of related items, emerges early in childhood, shaping group-shared knowledge.

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Measuring Attentional Biases for Threat in Children and Adults

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Published on: October 19, 2014

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Last Updated: May 8, 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

Measuring Attentional Biases for Threat in Children and Adults

Measuring Attentional Biases for Threat in Children and Adults

Published on: October 19, 2014

Area of Science:

Psychology
Cognitive Science
Developmental Psychology

Background:

Social cues guide attention and memory, influencing what information is retained or forgotten.
Adult research indicates selective forgetting is influenced by ingroup versus outgroup cues.
The developmental trajectory of socially driven selective forgetting in children remains underexplored.

Purpose of the Study:

To investigate whether children exhibit group-dependent selective forgetting.
To examine if social categorization, rather than identification, drives this phenomenon in children.
To understand how ingroup interactions shape children's memory and knowledge.

Main Methods:

Arab-Israeli children (N=98, aged 8-13) were exposed to information.
Participants listened to an ingroup (Arab-Israeli) or outgroup (Jewish-Israeli) member selectively omit details.
Recall of unmentioned related and unrelated items was subsequently assessed.

Main Results:

Ingroup cues led to impaired recall of unmentioned, related items compared to unrelated items.
Outgroup cues resulted in similar recall for both related and unrelated unmentioned items.
Ethnic identification and parental socialization goals did not moderate the selective forgetting effect.

Conclusions:

Selective forgetting is a socially driven cognitive process evident in childhood.
Children's memory is malleable through interactions with ingroup members.
This suggests early development of group-shared knowledge influenced by social categorization.