Adult memory for experienced events

Abstract

In order to study the effects of age, frequency of recall and degree of involvement upon memory for experienced events, 71 women within three different age groups (18-25, 35-45 and 55-65) participated in an hour-long videotaped group discussion of their professional development. Eleven groups composed of women within the same age range provided data for the study. All women were in the field of education in southwestern Louisiana. Recall was tested by asking the women for detailed written descriptions of the hour. Half the subjects were asked for written recalls immediately following the group session. Delayed recall was requested of all subjects 12 weeks after the scheduled group. Two judges working independently analyzed the data in each age group in terms of the number and accuracy of Information Units and Themes which each recall contained and rated each participant on the degree of involvement which she showed in the group session. The following hypotheses were tested by means of a 2 x 3 x 3 analysis of variance factorial design: (1) In all age groups, the number of accurate Information Units and Themes will be significantly greater than the number of inaccurate Information Units and Themes. (2) There will be no significant difference in the number of Information Units and Themes recalled between the different age groups. (3) There will be no significant difference in the accuracy of Information Units and Themes recalled between the age groups. (4) Active involvement in the experienced event will increase the amount and accuracy of recall. (5) Those subjects with a written recall immediately following the recorded event will recall more Information Units and Themes after 12 weeks' delay than will those subjects with only delayed recall. (6) The age groups will differ in what aspects of the recorded events are recalled. Hypotheses 4 and 5 were rejected. In general, it was concluded that memory is a complex integration of processes through which historical context, continuity and meaning to experienced events is developed. As such, it is a process which appears to reflect differences in "what" rather than "how much" is remembered of an event at different ages in adult development.