Write a paragraph on ‘My Childhood Memories’. (75 words)
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my childhood was the best time of my life i was too close to my family no worry about dreams money far away from all the tension of world playing all the time enjoying all the time wake up late ,teasing mom by roming here an there plying in mud and many more.
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Childhood memory refers to memories formed during childhood. Among its other roles, memory functions to guide present behaviour and to predict future outcomes. Memory in childhood is qualitatively and quantitatively different from the memories formed and retrieved in late adolescence and the adult years. Childhood memory researchis relatively recent in relation to the study of other types of cognitive processesunderpinning behaviour. Understanding the mechanisms by which memories in childhood are encoded and later retrieved has important implications in many areas. Research into childhood memory includes topics such as childhood memory formation and retrieval mechanisms in relation to those in adults, controversies surrounding infantile amnesiaand the fact that adults have relatively poor memories of early childhood, the ways in which school environment and familyenvironment influence memory, and the ways in which memory can be improved in childhood to improve overall cognition, performance in school, and well-being, both in childhood and in adulthood.

Sculpture around 1910. To be found at the entrance of Paulsen-Gymnasium (de), Berlin-Steglitz.
Development of memory in childhoodEdit
Childhood memories have several unique qualities. The experimental psychologist and cognitive neuroscientist Endel Tulving refers to memory as “mental time travel”, a process unique to humans. However, early memories are notoriously sparse from the perspective of an adult trying to recall his or her childhood in depth. Explicit knowledge of the world is a form of declarative memory, which can be broken down further into semantic memory, and episodic memory, which encompasses both autobiographical memory and event memory. Most people have no memory prior to three years of age, and few memories between three and six years of age, as verified by analysis of the forgetting curve in adults recalling childhood memories.[1]
Childhood memory research is relatively recent, having gained significant amounts of scientific interest within the last two decades.[1] Several hypotheses have been proposed to explain the mechanisms underpinning childhood memory. Until relatively recently, it was thought that children have only a very general memory and that “overwrite mechanisms” prevented the later retrieval of early memories.[1] Newer research suggests that very young children do remember novel events, and these events can be recalled in detail from as young as two and a half years old.[1] Previous research presupposed that children remember pieces of information from specific events but generally do not keep episodic memories. Contrary to previous research, newer research has shown that children can recall specific episodic memories for up to two years prior to the onset of the earliest autobiographical memories reported by adults.[1] The same research argues against the Freudian theory that early memories are repressed because of negative affective content.
Another older hypothesis that has been thrown into question is that of the prominent psychologists Daniel Schacter (1974) and Ulrich Neisser (1962), who hypothesized that memories are forgotten because cognitive schemas change between childhood and adulthood, meaning that information is lost with an adult's reconstruction of childhood events because present (adult) schemas are not suitable. Schemas change drastically around age six due to socialization and language development.[1] However, this theory has received criticism.[citation needed] Recent data suggest that a preschooler's schemas are not dramatically different from the older child's or the adult's, meaning that the ways of representing and interpreting reality do not change markedly from childhood to adulthood. Tests of very young children and adults show that in all age groups, memory recall shows the same sequential cause-and-effect pattern.[1] One interpretation is that childhood memories differ from adult memories mainly in what is noticed: an adult and a child experiencing an event both notice different aspects of the event, and will have different memories of the same event.[1] For example, a child may not show remarkable memory for events that an adult would see as truly novel, such as the birth of a sibling, or a plane trip to visit relatives. Conversely, children show stronger memories for aspects of experiences that adults find unremarkable. Therefore, the schematic organization hypothesis of childhood amnesia may be inadequate to explain what is remembered and later recalled.

Sculpture around 1910. To be found at the entrance of Paulsen-Gymnasium (de), Berlin-Steglitz.
Development of memory in childhoodEdit
Childhood memories have several unique qualities. The experimental psychologist and cognitive neuroscientist Endel Tulving refers to memory as “mental time travel”, a process unique to humans. However, early memories are notoriously sparse from the perspective of an adult trying to recall his or her childhood in depth. Explicit knowledge of the world is a form of declarative memory, which can be broken down further into semantic memory, and episodic memory, which encompasses both autobiographical memory and event memory. Most people have no memory prior to three years of age, and few memories between three and six years of age, as verified by analysis of the forgetting curve in adults recalling childhood memories.[1]
Childhood memory research is relatively recent, having gained significant amounts of scientific interest within the last two decades.[1] Several hypotheses have been proposed to explain the mechanisms underpinning childhood memory. Until relatively recently, it was thought that children have only a very general memory and that “overwrite mechanisms” prevented the later retrieval of early memories.[1] Newer research suggests that very young children do remember novel events, and these events can be recalled in detail from as young as two and a half years old.[1] Previous research presupposed that children remember pieces of information from specific events but generally do not keep episodic memories. Contrary to previous research, newer research has shown that children can recall specific episodic memories for up to two years prior to the onset of the earliest autobiographical memories reported by adults.[1] The same research argues against the Freudian theory that early memories are repressed because of negative affective content.
Another older hypothesis that has been thrown into question is that of the prominent psychologists Daniel Schacter (1974) and Ulrich Neisser (1962), who hypothesized that memories are forgotten because cognitive schemas change between childhood and adulthood, meaning that information is lost with an adult's reconstruction of childhood events because present (adult) schemas are not suitable. Schemas change drastically around age six due to socialization and language development.[1] However, this theory has received criticism.[citation needed] Recent data suggest that a preschooler's schemas are not dramatically different from the older child's or the adult's, meaning that the ways of representing and interpreting reality do not change markedly from childhood to adulthood. Tests of very young children and adults show that in all age groups, memory recall shows the same sequential cause-and-effect pattern.[1] One interpretation is that childhood memories differ from adult memories mainly in what is noticed: an adult and a child experiencing an event both notice different aspects of the event, and will have different memories of the same event.[1] For example, a child may not show remarkable memory for events that an adult would see as truly novel, such as the birth of a sibling, or a plane trip to visit relatives. Conversely, children show stronger memories for aspects of experiences that adults find unremarkable. Therefore, the schematic organization hypothesis of childhood amnesia may be inadequate to explain what is remembered and later recalled.
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