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Altered video task : a non-verbal measure of what-who-where recall in young children

Bobrowicz, Katarzyna LU orcid and Haman, Maciej (2017) In Behaviour & Information Technology 36(11). p.1177-1192
Abstract
This report aims to introduce, test and discuss a new method of measuring episodic memory in participants with highly restricted verbal abilities. Although an elicited/deferred imitation paradigm has already proposed a successful method of measuring this capacity in infants as young as 6 months old [Bauer, Patricia J. 2006. “Constructing a Past in Infancy: A Neuro-Developmental Account.” Trends in Cognitive Sciences 10 (4): 175–181], it failed to include a measure of capacities crucial for episodic recall, that is: a sense of self, a sense of subjective time and autonoetic consciousness [Tulving, Endel. 2002. “Episodic Memory: From Mind to Brain.” Annual Reviews Psychology 53: 1–25]. We combined developmental and comparative approaches in... (More)
This report aims to introduce, test and discuss a new method of measuring episodic memory in participants with highly restricted verbal abilities. Although an elicited/deferred imitation paradigm has already proposed a successful method of measuring this capacity in infants as young as 6 months old [Bauer, Patricia J. 2006. “Constructing a Past in Infancy: A Neuro-Developmental Account.” Trends in Cognitive Sciences 10 (4): 175–181], it failed to include a measure of capacities crucial for episodic recall, that is: a sense of self, a sense of subjective time and autonoetic consciousness [Tulving, Endel. 2002. “Episodic Memory: From Mind to Brain.” Annual Reviews Psychology 53: 1–25]. We combined developmental and comparative approaches in the altered video task to allow for simultaneous measuring of episodic recall and autonoetic consciousness. Episodic recall was measured via presentation of non-modified and modified recordings of a personal past event after a 24-h delay. The 15-month-old infants were expected to watch the modified video significantly longer than the non-modified video, and so evince the differentiation between them. Alongside, the infants participated in a mirror-mark task (a standard measure of self-recognition) and in a real-time video task (a possible alternative for the mirror-mark task). Results for ‘what’ and ‘who’ were consistent with our expectations. All results, their implications and possible future directions are discussed. (Less)
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author
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organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Episodic memory, self-recognition, altered video task, imitation, Tulving, Bauer
in
Behaviour & Information Technology
volume
36
issue
11
pages
1177 - 1192
publisher
Taylor & Francis
external identifiers
  • scopus:85027495231
  • wos:000417572900007
ISSN
0144-929X
DOI
10.1080/0144929X.2017.1364422
language
English
LU publication?
yes
id
4a221f92-6eac-49e8-816c-98c742e997a2
date added to LUP
2017-08-16 22:43:42
date last changed
2022-05-03 16:24:23
@article{4a221f92-6eac-49e8-816c-98c742e997a2,
  abstract     = {{This report aims to introduce, test and discuss a new method of measuring episodic memory in participants with highly restricted verbal abilities. Although an elicited/deferred imitation paradigm has already proposed a successful method of measuring this capacity in infants as young as 6 months old [Bauer, Patricia J. 2006. “Constructing a Past in Infancy: A Neuro-Developmental Account.” Trends in Cognitive Sciences 10 (4): 175–181], it failed to include a measure of capacities crucial for episodic recall, that is: a sense of self, a sense of subjective time and autonoetic consciousness [Tulving, Endel. 2002. “Episodic Memory: From Mind to Brain.” Annual Reviews Psychology 53: 1–25]. We combined developmental and comparative approaches in the altered video task to allow for simultaneous measuring of episodic recall and autonoetic consciousness. Episodic recall was measured via presentation of non-modified and modified recordings of a personal past event after a 24-h delay. The 15-month-old infants were expected to watch the modified video significantly longer than the non-modified video, and so evince the differentiation between them. Alongside, the infants participated in a mirror-mark task (a standard measure of self-recognition) and in a real-time video task (a possible alternative for the mirror-mark task). Results for ‘what’ and ‘who’ were consistent with our expectations. All results, their implications and possible future directions are discussed.}},
  author       = {{Bobrowicz, Katarzyna and Haman, Maciej}},
  issn         = {{0144-929X}},
  keywords     = {{Episodic memory; self-recognition; altered video task; imitation; Tulving; Bauer}},
  language     = {{eng}},
  month        = {{11}},
  number       = {{11}},
  pages        = {{1177--1192}},
  publisher    = {{Taylor & Francis}},
  series       = {{Behaviour & Information Technology}},
  title        = {{Altered video task : a non-verbal measure of what-who-where recall in young children}},
  url          = {{http://dx.doi.org/10.1080/0144929X.2017.1364422}},
  doi          = {{10.1080/0144929X.2017.1364422}},
  volume       = {{36}},
  year         = {{2017}},
}