How knowing and doing inform an autobiography: relations among preschoolers' theory of mind, narrative, and event memory skills

Abstract

Abstract Research on the development of autobiographical memory in children has revealed the importance of two seemingly separate but related factors: Theory of mind, or the ability to know what another can and cannot know, and narrative skill, or the ability to tell a coherently structured story. The present research study with 22 preschoolers examined the extent to which each factor predicts two separate components of autobiographical memory ability: (1) the content of memory and (2) the structure of the memory narrative. As hypothesized, we found that theory of mind skills predicted the ‘how’ or structure of the children's fictional story narratives, whereas narrative skills predicted the ‘how much’ or content of the children's memory. Implications for the development of autobiographical memory are discussed. Copyright © 2004 John Wiley & Sons, Ltd.

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