by Tim Brunson, PhD

Altering the space/time encoding related to a person's performance of a specific task may accelerate the unlearning of poor behavior and thought patterns and facilitate the rapid re-programming of new ones. My approach to space and time elements of encoding serves as a significantly different approach regarding how coaching and psychotherapeutic interventions can be employed.

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This article examines age differences from childhood through middle adolescence in the extent to which children include factual and interpretive information in constructing autobiographical memory narratives. Factual information is defined as observable or perceptible information available to all individuals who experience a given event, while interpretive information is defined as information that articulates the desires, emotions, beliefs, and thoughts of the participant and other individuals who experience an event. Developmental research suggests that the latter type of information should become particularly prevalent in later adolescence, while the former should be abundantly evident by age 8. Across 2 studies, we found evidence for strong increases in interpretive information during adolescence, but not before. These increases were evident across different types of events, and across different subtypes of interpretive content. The results are discussed in terms of their implications for the development of autobiographical memory in childhood and adolescence.

Dev Psychol. 2010 May;46(3):735-46. Pasupathi M, Wainryb C. Department of Psychology, University of Utah, Salt Lake City, UT 84112, USA. pasupath@psych.utah.edu