Evaluación de la Memoria Tipo Episódica en preescolares empleando una tarea con perspectiva egocéntrica

Eneida Strempler-Rubio; Javier Vila; Angélica Alvarado; Rosalba Juárez

doi:10.5354/0719-0581.2015.37650

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Assessment of Episodic Like-Memory in Preschool Children Using an Egocentric Perspective Task

Authors

Eneida Strempler-Rubio Universidad Nacional Autónoma de México
Javier Vila Universidad Nacional Autónoma de México
Angélica Alvarado Universidad Nacional Autónoma de México
Rosalba Juárez Universidad Nacional Autónoma de México

Vol. 24 No. 2 (2015)

https://doi.org/10.5354/0719-0581.2015.37650

Abstract

Episodic Like-Memory (ELM) involves the integrated retrieval of minimum elements of episodic memory: the What, Where and When (WWW) knowledge of a personal event. Research suggests that an appropriate task for children should be done with an egocentric perspective and occur in a single trial, because if several trials take place, it implies the use of semantic information. A task with an egocentric perspective and achievable in a single training trial was designed; this task manipulated the magnitude of the consequence for two experiences and the interval between training and test. Preschoolers, from an egocentric perspective, searched for big or small coins in three containers and chose their favorite content after two time intervals. The participants' choices showed the integrated retrieval of WWW from a single training trial. In addition, preschoolers' choices reflected their retrieval strategies: immediacy or greater consequence. The task is based on the representations of the participant rather than verbal reporting capability, which makes this preparation sensitive to episodic cognition of ELM recollection in children.

Keywords:

episodic memory, egocentric perspective, pre-schoolers, episodic like-memory, What - Where - When

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How to Cite

Strempler-Rubio, E., Vila, J., Alvarado, A., & Juárez, R. (2015). Assessment of Episodic Like-Memory in Preschool Children Using an Egocentric Perspective Task. Revista De Psicología, 24(2). https://doi.org/10.5354/0719-0581.2015.37650