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What a feast! This collected volume is full of fascinating ideas and new
findings about the development of autobiographical memory. It covers
diverse topics ranging from neurological mechanisms to sociocultural
influences, from how young children learn to tell personal stories to how
adults recollect childhood experiences, and from the purposes and functions
of memory to the errors and pitfalls of remembering. It provides in
abundance theoretical insights and methodological strategies. The collective
work demonstrates that the development of autobiographical memory is a
process of cognitive achievement and sociocultural scaffolding. I recommend
this book to all students of memory.
—Qi Wang, Ph.D. Professor and Chair of Human Development, Cornell
University; Author of The Autobiographical Self in Time and Culture

I was excited to see a compendium of diverse views with the leading figures
who study the developmental psychology of au-tobiographical memory. The
list of senior chapter authors is ex-tremely impressive, including Professors
Bauer, Bluck, Bohn, De la Manta-Benitez, Fivush, Grysman, Gülgöz, Haden,
Krojgaard, Leichtman, Peterson, Pillemer, and Şahin-Acar. The chapters are
authoritative and well written, providing excellent summaries, while often
challenging existing views. Highly suitable for researchers, advanced
undergraduate and graduate students, and for courses in development and
autobiographical memory.
—David Rubin, Ph.D., Juanita M. Kreps Distinguished Professor of Psychology
and Neuroscience, Duke University; Author of Memory in Oral Traditions

This book delves into autobiographical memory development from multiple

angles and with an international perspective. The reviews are readable,
concise, and contain the latest findings on the social, cultural, cognitive,
linguistic, historical, and biological influences on autobiographical memories.
My recommendation is for researchers and students of memory development
to read this book from cover to cover. You will come away with new insights
and a deeper appreciation of the complexity of human memory and its
development.
—Elaine Reese, Ph.D., Professor of Psychology, University of Otago; Author
of Tell Me a Story: Sharing Stories To Enrich Your Child’s World

This book describes recent advances and novel perspectives in the

prospering field of autobiographical memory development. It provides a
unique and timely overview of a range of approaches and theoretical views,
including in-depth discussions of the role of parent-child conversation, the
neural basis of autobiographical memory development, the use of non-verbal
and narrative methods for assessing children’s memories, the characteristics
and functions of early memories as well as memory in the context of
education, culture and trauma. This multifaceted fusion of chapters is an
excellent resource for both specialists and novices in the field.
—Dorthe Berntsen, Ph.D., Professor at the Department of Psy-chology and
Behavioural Science & Head of the Center on Autobiographic Memory
Research (CON AMORE), Aarhus University

This astounding collection of innovative contributions invites readers to enter

the thriving world of ideas and findings of how we learn to remember when
growing up. Renowned researchers from Europe and the US explore the
social and cultural dynamics of learning how to remember. Rich examples
illustrate the central developmental mecha­nism of shared reminiscing of
children and their parents. This path-­breaking volume is a must-read for
scholars and lay-persons interested in the development of remembering.
—Tilmann Habermas, Ph.D., Professor of Psychology, Goethe University
Frankfurt; Author of Emotion and Narrative: Perspectives in Autobiographical
Storytelling
AUTOBIOGRAPHICAL MEMORY
DEVELOPMENT

Autobiographical memory is constituted from the integration of

several memory skills, as well as the ability to narrate. This all helps
in understanding our relation to self, family contexts, culture, brain
development, and traumatic experiences. The present volume
discusses contemporary approaches to childhood memories and
examines cutting-edge research on the development of
autobiographical memory.
The chapters in this book written by a group of leading authors,
each make a unique contribution by describing a specific
developmental domain. In providing a multinational and multicultural
perspective on autobiographical memory development – and by
covering a variety of theoretical and methodological approaches, this
state-of-the-art book is essential reading on the autobiographical
memory system for memory researchers and graduate students. It is
also of interest to scholars and students working more broadly in the
fields of cognitive, developmental, and social psychology, and to
academics who are conducting interdisciplinary research on
neuroscience, family relationships, narrative methods, culture, and
oral history.
Volume editors:

Sami Gülgöz is Professor of Psychology at Koç University in

Istanbul. His current research focuses on memory in applied
contexts and particularly on autobiographical memory in relation to
social and individual characteristics.
Basak Sahin-Acar is Assistant Professor of Psychology at Middle
East Technical University. She is also affiliated with the
interdisciplinary program of Gender and Women’s Studies. Her
research interests include autobiographical memory development
within and across cultures, as well as the effects of self-construals
and familial context on this development.
Current Issues in Memory

Current Issues in Memory is a series of edited books that reflect the

state of art in areas of current and emerging interest in the
psychological study of memory. Each of the volumes in the series are
tightly focused on a particular topic and are designed to be concise
collections containing chapters contributed by international experts.
The editors of individual volumes are leading figures in their areas
and provide an introductory overview. Example topics include:
binding in working memory, prospective memory, autobiographical
memory, visual memory, implicit memory, amnesia, retrieval, and
memory development.

Other titles in this series:

Working Memory and Ageing

Edited by Robert H. Logie and Robin G. Morris

Forgetting
Edited by Sergio Della Sala

Current Issues in Applied Memory Research

Edited by Graham M. Davies and Daniel B. Wright

Spatial Working Memory

Edited by André Vandierendonck and Arnaud Szmalec

Autobiographical Memory Development

Theoretical and Methodological Approaches
Edited by Sami Gülgöz and Basak Sahin-Acar
AUTOBIOGRAPHICAL
MEMORY DEVELOPMENT

Theoretical and Methodological

Approaches

Edited by Sami Gülgöz and Basak Sahin-Acar

First published 2020
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN

and by Routledge
52 Vanderbilt Avenue, New York, NY 10017

Routledge is an imprint of the Taylor & Francis Group, an informa business

© 2020 Taylor & Francis

The right of Sami Gülgöz & Basak Sahin-Acar to be identified as the authors of the
editorial matter, and of the authors for their individual chapters, has been asserted
in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act
1988.

All rights reserved. No part of this book may be reprinted or reproduced or utilized
in any form or by any electronic, mechanical, or other means, now known or
hereafter invented, including photocopying and recording, or in any information
storage or retrieval system, without permission in writing from the publishers.

Trademark notice: Product or corporate names may be trademarks or registered

trademarks, and are used only for identification and explanation without intent to
infringe.

Library of Congress Cataloging-in-Publication Data

A catalog record for this title has been requested

ISBN: 978-0-367-07785-3 (hbk)

ISBN: 978-0-367-07788-4 (pbk)
ISBN: 978-0-429-02279-1 (ebk)

Typeset in Bembo
by Wearset Ltd, Boldon, Tyne and Wear
CONTENTS

Contributors

Introduction

1 The emergence of autobiographical consciousness and the

construction of an autobiographical self
Robyn Fivush

2 Socialization of early autobiographical memory

Catherine A. Haden and Pirko Tõugu

3 Brain bases of autobiographical memory in development

Patricia J. Bauer

4 Is the eye the mirror of the soul? Exploring autobiographical

memory development by means of looking-time measures
Peter Krøjgaard, Trine Sonne and Osman S. Kingo

5 Narrative methods in autobiographical memory

Azriel Grysman and Cade D. Mansfield

6 Developing a view of autobiographical memories and self-

construal as socially, culturally and historically constructed: a
theoretical and empirical approach
Manuel L. de la Mata-Benitez, Andres Santamaría, Mercedes
Cubero, Radka Antalikova, Tia Gitte Bondesen Hansen and
Samuel Arias
7 Content and consistency of earliest memories
Berivan Ece and Sami Gülgöz

8 Autobiographical memory development and self-construals

within and across cultures
Basak Sahin-Acar and Michelle D. Leichtman

9 Remembering earliest childhood memories

Carole Peterson

10 How did you feel back then? Emotional memory conversations

among mother–father–child triads
Elif Bürümlü-Kisa and Basak Sahin-Acar

11 Adults’ memories of childhood: the beginning of the life story

Majse Lind, Susan Bluck and Hanna Åkerlund

12 The development of children’s autobiographical memory for

learning episodes
Michelle D. Leichtman, Rhyannon H. Bemis, Kaitlin A. Camilleri
and David B. Pillemer

13 PTSD in youth from a developmental perspective

Inge Lise Lundsgaard Kongshøj and Annette Bohn

14 Final discussion and looking forward

Basak Sahin-Acar and Sami Gülgöz

Index
CONTRIBUTORS

Andres Santamaría
University of Seville

Annette Bohn
Aarhus University

Azriel Grysman
Dickinson College

Basak Sahin-Acar
Middle East Technical University

Berivan Ece
Koç University

Cade Mansfield
Weber State University

Carole Peterson
Memorial University Newfoundland and Labrador’s University

Catherine A. Haden
Loyola University Chicago

David B. Pillemer
University of New Hampshire

Elif Bürümlü-Kisa
Middle East Technical University

Hanna Åkerlund
University of Florida

Inge Lise Lundsgaard Kongshøj

Aarhus University

Kaitlin A. Camilleri
University of New Hampshire

Majse Lind
Northeastern University

Manuel L. de la Mata-Benitez
University of Seville

Mercedes Cubero
University of Seville

Michelle D. Leichtman
University of New Hampshire

Osman S. Kingo
Aarhus University

Patricia Bauer
Emory University

Peter Krøjgaard
Aarhus University

Pirko Tõugu
University of Tartu

Radka Antalikova
Aalborg University
Rhyannon H. Bemis
Salisbury University

Robyn Fivush
Emory University

Sami Gülgöz
Koç University

Samuel Arias
University of Seville

Susan Bluck
University of Florida

Tia Gitte Bondesen Hansen

Aalborg University

Trine Sonne
Aarhus University
INTRODUCTION

In 1893, Caroline Miles, then an instructor at Wellesley College,

distributed a questionnaire to 100 Wellesley students, all women,
that included a variety of questions ranging from how people dealt
with insomnia to their favorite colors. The questionnaire also
contained two questions about earliest memories: What the earliest
thing they were sure they could remember was, and how old they
were at the time (Miles, 1893). Among the 97 answers received to
the question about the remembered event, the most common
memories were about a birth or death in the family (17) and an
event where they were frightened or hurt (14). The average age for
the earliest memories was 3.04 and the averages for different event
categories ranged from 2.6 (memories about grandparents) to 3.3
(birth or death memories).
A few years later, Alfred Binet’s collaborator Victor Henri and his
wife Catherine conducted a study based on a questionnaire
distributed in Russia, France, England, and the US. In their paper
(Henri & Henri, 1897), they discussed the characteristics of the
earliest memories that they obtained from this sample composed of
mostly Russian and French professors and university students. Our
calculation of the data presented by them shows that the average
age at earliest memory is 2.98 ranging from six months to eight
years of age, although the majority, about 75 percent of the
responses were between ages two and four. Sigmund Freud found
this an important observation and included it in his work (Freud,
1899/1962). When he published Three Essays on the Theory of
Sexuality (1905/1953), he incorporated the lack of memories from
early childhood into his theory, calling it infantile amnesia, which
lasted until the age of six despite the fact that very few of the
observations in Henri and Henri’s (1897) data went beyond the age
of four (Nicolas, Gaunden, & Piolino, 2013).
With such an enthusiastic beginning, one would expect the study
of earliest memories and the development of autobiographical
memory to flourish but the tradition of Miles (1893) or Henri and
Henri (1897) did not continue and research on autobiographical
memory was sparse for many years. Autobiographical memory
became an area of renewed interest in the 1970s (e.g., Crovitz &
Schiffman, 1974; Linton, 1975; Robinson, 1976) and since then a
major research topic. Although the development of autobiographical
memory lagged behind somewhat, the past couple of decades have
produced admirable research.
Autobiographical memory is a complex process that emerges as a
result of the development of several memory capabilities in addition
to narrative skills. The variation across children in the developing
abilities are influenced by their social and familial contexts and these
factors, in turn, lead to different patterns in autobiographical
memory recall. In this sense, it is important to delineate the critical
factors in development, not only for the understanding of
autobiographical memory development but also to understand the
development of other processes that may relate to these factors.
In the past 30 years, many memory researchers offered new
theoretical approaches and situated autobiographical memory
development in the context of the society, and more specifically, the
family. These studies focused on the emergence and development of
autobiographical memory processes during childhood and the
recollections of adults about the events they experienced during
childhood. They attempted to provide descriptions of development
as well as possible variables that may account for the variability
observed across cultures, communities, and families. During this
time, research in this area flourished. A simple Google Scholar
search for the terms “Autobiographical Memory Development”
nowadays brings more than 250,000 links, and most of them are
research articles. However, although there has been a vast amount
of research on the development of autobiographical memory,
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