Autobiographical memory is a uniquely human form of memory that integrates individual experiences of self with cultural frames for understanding identities and lives. In this review, we present a theoretical and empirical overview of the sociocultural development of autobiographical memory, detailing the emergence of autobiographical memory during the preschool years and the formation of a life narrative during adolescence. More specifically, we present evidence that individual differences in parental reminiscing style are related to children’s developing autobiographical narratives. Parents who structure more elaborated coherent personal narratives with their young children have children who, by the end of the preschool years, provide more detailed and coherent personal narratives, and show a more differentiated and coherent sense of self. Narrative structuring of autobiographical remembering follows a protracted developmental course through adolescence, as individuals develop social cognitive skills for temporal understanding and causal reasoning that allows autobiographical memories to be integrated into an overarching life narrative that defines emerging identity. In addition, adolescents begin to use culturally available canonical biographical forms, life scripts, and master narratives to construct a life story and inform their own autobiographical narrative identity. This process continues to be socially constructed in local interactions; we present exploratory evidence that parents help adolescents structure life narratives during coconstructed reminiscing and that adolescents use parents and families as a source for their own autobiographical content and structure. Ultimately, we argue that autobiography is a critical developmental skill; narrating our personal past connects us to our selves, our families, our communities, and our cultures.

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The making of autobiographical memory: Intersections of culture, narratives and identity

Agency: Its role in mental development

Modern psychometrics. The science of psychological assessment

Erikson's seminal work on identity development focused on the question, Who Am I? Despite theoretical overlap between identity theorists, current research has primarily taken different paths. Those focused on identity statuses have primarily assessed current conceptions of exploration that presumably lead to future commitments. In contrast, narrative identity theorists have primarily focused on reconstructions of past events. Thus, current researchers are not taking advantage of the strengths of these two approaches. This article reviews research and examines ways in which the approaches might be integrated with two claims. The authors propose, first, that narrative is the means by which identity exploration can be carried out, and second, that narrative processing reflects commitments and can promote greater consistency between those commitments and behaviors.

Processes of Identity Development: Where I Am and How I Got There

Gender differences in autobiographical memory: Developmental and methodological considerations

Origins of adolescents’ autobiographical memories

The vast majority of studies on theory of mind (ToM) have focused on the preschool years. Extending the developmental scope of ToM research presents opportunities to both reassess theoretical accounts of ToM and test its predictive utility. The twin aims of this longitudinal study were to examine developmental relations between ToM, executive function (EF), and teacher-rated social competence in middle childhood. One hundred thirty-seven children (69 males) were followed across a 4-year period spanning middle childhood (M ages at Waves 1 and 2 = 6.05, SD = .35, and 10.81, SD = .35, respectively). Individual differences in ToM were moderately stable across middle childhood. Although there were concurrent associations between ToM and EF at both time points, there were no longitudinal links between these constructs. In contrast, there were concurrent and longitudinal links between ToM and teacher-rated social competence, such that individual differences in ToM predicted later social competence at school. These results are discussed in light of competing theories about the links between ToM and EF and the importance of individual differences in ToM for children's social lives. (PsycINFO Database Record

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Theory of mind in middle childhood: Longitudinal associations with executive function and social competence.

Sibling relationships are characterized by familiarity and emotional intensity. Alongside frequent shared play, sibling interactions feature complementary interactions (e.g. teaching, caregiving) reflecting age-related asymmetries in socio-cognitive skills. These aspects may underpin sibling influences on prosocial behavior: theoretical accounts of social influences on prosocial behavior highlight emotion sharing, goal alignment, the intrinsically rewarding nature of social interaction, and scaffolding of social norms. Taking a fine-grained approach to prosocial behavior, we examine these processes in relation to sibling influences on children's comforting, sharing, and helping. Emergent themes include: developmental change in the nature of sibling influences on prosocial behavior, the need to consider sibling influences in the wider family context, and the importance of individual differences in the quality of sibling relationships.

Sibling influences on prosocial behavior.

One of the family? Measuring young adolescents' relationships with pets and siblings

Many longitudinal studies entail repeated computerized cognitive testing. However, few of the measures frequently employed for assessing cognitive changes have been examined for within- and between-day retest effects over multiple time points. To address gaps in the repeated cognitive assessment literature, in the current study 20 male undergraduate students completed a computerized cognitive battery 6 times over 3 testing days, each 1 week apart. Performance shifts and test-retest reliability (TRR) varied for different measured variables. Reaction times (RTs) on tasks designed to measure inhibition, switching, and selective attention generally showed good TRR, and few or only gradual improvements over time, suggesting that these measures are suitable for use in repeated testing, and that the inclusion of brief familiarization periods sufficed to resolve initial practice effects. Similar findings were observed for both accuracy and speed on a 2-back working memory task. In contrast, RTs on a basic visuomotor task showed worsening performance across time (likely reflecting boredom effects) and poor TRR, suggesting unsuitability for measuring change in cognitive performance. Cost scores designed to assess inhibition, switching, and selective attention showed poor TRR, as did scoring metrics from visuospatial short-term and working memory tasks (Corsi block paradigm). This low reliability suggests that these scores may not be suitable for use in repeated assessment, and calls into question their validity as measures of the specified cognitive functions. Researchers planning studies entailing computerized assessment of cognitive functioning in healthy young adults should consider the current results when selecting suitable cognitive tasks and measures. (PsycINFO Database Record

Naomi White

Papers

Origins of adolescents’ autobiographical memories

Theory of mind in middle childhood: Longitudinal associations with executive function and social competence.

Sibling influences on prosocial behavior.

One of the family? Measuring young adolescents' relationships with pets and siblings

Repeated computerized cognitive testing: Performance shifts and test-retest reliability in healthy young adults.