Show Summary Details

Page of

PRINTED FROM OXFORD HANDBOOKS ONLINE (www.oxfordhandbooks.com). © Oxford University Press, 2018. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a title in Oxford Handbooks Online for personal use (for details see Privacy Policy and Legal Notice).

date: 12 December 2019

Abstract and Keywords

The purpose of this chapter is to provide a review of the literature demonstrating that young children (between three and seven years of age) are often more confused than older school-age children and adults about what they did and what they imagined doing. As the chapter shows, these age differences are not a reflection of a general memory deficit or an immature cognitive system. Rather, young children's memory confusions are sensitive to the content of their imaginations (e.g., their embellishments), the source of that content (e.g., children or other people), and the processes giving rise to the imaginations (e.g., spontaneous vs. more intentional). The chapter highlights intriguing implications of the study of children's source monitoring for theoretical perspectives on the development of imagination and offers suggestions for new research on the potential of imaginative acts for promoting learning.

Keywords: imagery, imagination, realization judgments, source monitoring, spontaneous imagery

Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs, and if you can''t find the answer there, please contact us.