The emergence of autobiographical memory: a social cultural developmental theory.

By K. Nelson, Robyn Fivush. Psychology Review, 2004

1,409 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/86cf9f19b198b96f3839e718808949316f219a7e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Robyn Fivush
2. Elaine Reese
3. D. Laible
4. C. Haden
5. Qi Wang
6. Phillip L. Hammack
7. F. Raes
8. J. Hudson

In Developmental and Educational Psychology

1. Robyn Fivush
2. Elaine Reese
3. C. Haden
4. Qi Wang
5. D. Laible
6. M. Taumoepeau
7. K. Nelson
8. J. Hudson

In Education

1. Robyn Fivush
2. Elaine Reese
3. C. Haden
4. M. Taumoepeau
5. Qi Wang
6. J. Hudson
7. Phillip L. Hammack
8. D. Laible

Citations in the corpus

• The psychology of memory, extended cognition, and socially distributed remembering (2010, background): “…and Addis 2007; Berntsen 2010), others again the shaping and enduring role of listeners' interactive uptake of autobiographical narratives (Pasupathi 2001; Nelson and Fivush 2004), others the ongoing interpersonal role of talking about and re-evaluating the past together (Alea and Bluck 2003).”
• Parent-Child Reminiscing Locates the Self in the Past. (2006, methodology): “…context have children who, by the end of the preschool years, are able to recount more detailed and spatially temporally coherent narratives of their own experiences (Fivush & Fromhoff, 1988; Peterson & McCabe, 1992; Reese et al., 1993; see Nelson & Fivush, 2004, and Reese, 2002, for reviews).”
• Elaborating on elaborations: role of maternal reminiscing style in cognitive and socioemotional development. (2006, methodology): “Memory for events and deliberate memory are routinely treated in fairly distinct literatures (see, e.g., Nelson & Fivush, 2004; Schneider & Bjorklund, 1998), although both can be analyzed in terms of the conditions that affect the encoding, storage, and retrieval of information.”
• Remembering and reminiscing: How individual lives are constructed in family narratives (2008, background): “…in sharing stories of the past with their parents, listening, confi rming, adding bits and pieces of information, and by the end of the preschool years, children are actively engaged in telling and sharing the stories of their lives (see Nelson and Fivush, 2004 and Fivush, in press for reviews).”
• Influence of family socioeconomic status on IQ, language, memory and executive functions of Brazilian children (2016, background): “Dynamic models of multiple components, such as the sociocultural theory (Nelson and Fivush 2004), explains that memory development occurs through social interaction and cognitive development over the years.”
• Emerging Identities: Narrative and Self from Early Childhood to Early Adolescence (2010, background): “Accordingly, autobiographical memory theorists contend that personal narratives are linked to self-understanding throughout development (Bird & Reese, 2008; Nelson & Fivush, 2004 ).”
• Videogames and Young People with Developmental Disorders (2010, background): “…is thus central to many of children’s encounters with everyday life and education (Nelson, 1996), and a large literature has investigated the ways in which TD children develop and extend the relevant cognitive skills from their preschool years and during their school years (Nelson & Fivush, 2004).”
• Mother-Child Reminiscing and Children's Understanding of Mind (2006, background): “…have at least a minimal understanding of mind in order to retain memories of personally experienced past events in the long term (e.g., Nelson, 1996, 1999; Nelson & Fivush, 2004; Perner, 2001; Perner & Ruff- 18 Merrill-Palmer Quarterly man, 1995; Welch-Ross, 1995; see Reese 2002b for a review).”