Since it has been established that very young children do in fact have episodic memories¹ , it becomes reasonable to ask why they don't retain them. Rejecting any Freudian notion of repression, Nelson embraces instead an evolutionary perspective which prompts her to focus on the function of event-memories: 'As an adaptive system, the general function of memory is to predict and prepare for future encounters, actions, and experiences. That is, memory as such has no value in and of itself, but takes on value only as it contributes to the individual's ability to behave adaptively' ² . In early childhood, accordingly, memory work is dedicated to the generation of general event-memories or scripts that help to organize the child's knowledge of daily routines - bathing, eating, going to bed, and so forth. In this early developmental context, Nelson reasons, memory for novel experience (the one-time event that at a later stage will be valued and stored as autobiographical memory) 'does not have the same functional value, unless it is repeated' ³ , and so, if it is not incorporated into a general event-memory, it is not retained.\r\n\r\n\r\n¹ Katherine Nelson, Language in Cognitive Development: Emergence of the Mediated Mind, pg 162\r\n² Katherine Nelson, 'The Ontogeny of Memory for Real Events.' In Remembering Reconsidered: Ecological and Traditional Approaches to the Study of Memory, pg 265\r\n³ Katherine Nelson, Language in Cognitive Development: Emergence of the Mediated Mind, pg 158

• flag
• memory
• reference point
• early childhood development
• evolution
• adaptation
• experience
• scripts
• time
• work
• will
• language
• knowledge
• perspective
• children
• future
• repression