Fleming, Giovanna
ET- Brain Research
Hamilton, J. (Writer). (2014, April 8). The Forgotten Childhood: Why Early Memories Fade [Radio episode]. In All Things Considered. Washington, D.C.: NPR.
Summary:
This radio episode broadcasted on NPR at the beginning of April on the All Things Considered morning program. A research study was conducted to determine why childhood amnesia occurs in some children but not in others. What was present in the children who had recall of young life experiences and wasn’t in the children who had experienced childhood amnesia. This study had been conducted over a period of ten years. The data showed the ones who remembered early childhood experiences had participated in discussions about the day’s events or the experience had been traumatic or emotional and left an impact on the child. The children who had childhood amnesia rarely participated in retelling of the day’s events or in conversation with others about them. Certain parts of the brain were being used due to the discussion occurring and the information was being stored to be recalled at another date. It was believed prior to this study that a child’s brain hadn’t developed to a point of saving a memory. As soon as I heard the results of the study, it was easy to draw a direct correlation to the importance of discussion in the classroom in order for the students to have better recall of the information learned.
This radio episode broadcasted on NPR at the beginning of April on the All Things Considered morning program. A research study was conducted to determine why childhood amnesia occurs in some children but not in others. What was present in the children who had recall of young life experiences and wasn’t in the children who had experienced childhood amnesia. This study had been conducted over a period of ten years. The data showed the ones who remembered early childhood experiences had participated in discussions about the day’s events or the experience had been traumatic or emotional and left an impact on the child. The children who had childhood amnesia rarely participated in retelling of the day’s events or in conversation with others about them. Certain parts of the brain were being used due to the discussion occurring and the information was being stored to be recalled at another date. It was believed prior to this study that a child’s brain hadn’t developed to a point of saving a memory. As soon as I heard the results of the study, it was easy to draw a direct correlation to the importance of discussion in the classroom in order for the students to have better recall of the information learned.
Evaluation:
Intriguing radio episode which was broadcasted a few weeks ago on NPR. I felt it conveyed the importance of discussing events in order for the young brain to store the event and recall it at another date. The conclusion of this research study can be used as evidence to support the value of having children discuss and retell events in stories they have just read in order to comprehend and remember the story (or any complex informational text) at a future date. I would highly recommend listening to this episode.
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