A second theory for the explanation of infantile amnesia is that as young children the brain is not equipped to keep the memories which may be formed. As infants the brain appears to still carry a survival mode, only learning what is needed to survive until it can form fully. Hence keeping anecdotal memories isn’t as useful for infants, so we don’t. This would result in there being no event memories for us to remember as adults. Although a study carried out by Meltzoff in 1995 proved this theory wrong. Here infants where shown a novel event of an experimenter hitting his head on a box and a light turning on. When 4 months later the same infants were put in the same situation they were more likely to produce a similar action to the original event than the infants who were not originally shown the event. This would highlight that infants do have the capacity to remember things, and that they can retrieve memories.
However this is when they are still at the same development stage, and still haven’t developed language skills therefore they are retrieving information from the method it was put into the brain.
This leads onto another theory which is that infants are not able to talk, so they don’t have a language function yet. Therefore the things they do learn are perceptual experiences, so when it comes to retrieving the information in adulthood we can’t, as it is not in a language format in our mind. As the mind of an infant develops its moves from perceptual to cognitive and linguistically, and after this change we lose the ability to retrieve the earlier memories. (Schactel, 1947). As children learn language around the age of 2-3 years it would fit the theory of infantile amnesia. This is reinforced from a study by Tessler, 1994, which looked at three year olds at a history museum, and if the child had not talked about what they had seen with their mothers then they didn’t remember what they saw. Showing that the use of language helps facilitate memory. Therefore this theory suggests we can only retrieve memories the same way they were put in, and as our brain advances, we no longer have that function but a more advanced one, so we cannot retrieve that information.
A related theory which also involves brain maturity is the development of the sense of self before being able to form memories. The theory proposed by Howe and Courage is that the development and changes of the sense of self over the first 2-3 years is very important to the autobiographical memory. A study they performed looked at a collection of studies on infantile amnesia and from them found that infants can’t form lasting memories, as they lack sense of self. The child needs to learn who they are before they can begin to remember a situation they have been in, this would then mean that until this has been developed memories won’t be formed, resulting in infantile amnesia.
These theories appeal to the implicit nature of an infants brain where it is still at a basic level, therefore cannot easily perform more complex tasks. Therefore it is only when the brain functions on a more explicit level when memory retrieval can be performed. However by this time retrieval from the earlier implicit stage cannot take place as the child is trying to retrieve from a different level which can’t happen. Thus we cannot remember things from the implicit stage, as the we no longer work at that level.
A further theory is that memories formed as an infant decay very rapidly, and over time we may not be able to retrieve memories as they are no longer there fully. As an infant we are constantly learning new ideas, and so many things happen so quickly. Consequently the memories we have formed within the first few years of our lives may decay as they are not needed and not recalled. However it could also be for the same reasons that the memories are put deep inside the long-term memory and cannot be found easily.
Furthering this theory is that we can create schemas and scripts for events for example birthdays and Christmas. So the memories formed in infancy may make up part of the schemas, and we can’t differentiate between the actual event and the script we have for those types of events. Therefore unless we had a very big life changing events during infancy it would be unlikely that we remember any of the details of a specific event. Nevertheless if this were true, similar to the problem with Freud’s Yet as adults we can still remember events from when we were younger, and they don’t have to be huge traumatic events, overall disproving this as a theory for infant amnesia
From the evidence shown above, it can be seen that infantile amnesia can be split into two main areas of explanation, storage problems or retrieval problems. Storage problems include sense of self problems, researched by Howe and Courage. These problems stick to the idea that an infant’s brain is not fully formed, so they don’t have the abilities needed to produce memories, or if they can be formed they can’t be retained.
The second area focusing on retrieval looks at problems such language acquisition, discussed by Schactel. Where we do form memories but as we haven’t yet learned language the memories formed are stored at a different format which we can’t retrieve now we can use language.
Both areas have much research within them to try and explain why we get infantile amnesia. However no one conclusion as to exactly why we can’t remember events from our early childhood has been discovered. The theory that it is due to brain constraints seems to be most advanced. With not just the constraint of language skills but other brain constraints of an infant being including. For example the fact they are taking on so much at that age and learning so many new things, that not all experiences are put into long-term memory. And even if they are they may have decayed over time as they haven’t been used. These ideas don’t appear to have big faults like that with Freud’s theory, and seem to be contained to the ages which infantile amnesia occurs.
These ideas also take into account for the fact that some people are able to remember things from before the age of 2-3 years. As each child’s brain would develop at different ages, some peoples would develop earlier so they would possible be able to remember earlier events.
Overall the most plausible explanation for infantile amnesia seems to be that of retrieval problems. As it gives a good explanation of memories and it is most likely that we do form memories we just can’t access them due to brain inhibitors. It is not just one particular theory but the over-riding area of the lack of ability to retrieve which seems the most prominent in the field.
References:
Davey, G, (2004) Complete Psychology, Hodder and Stoughton
Freud, S (1916/1966). "The archaic features and infantilism of dreams." Introductory lectures on psychoanalysis. Ed. J. Strachey. New York: Norton
Howe, M, Courage M, (2004) Variability in the early development of visual self-recognition Infant Behaviour and Development (27) 4 509-532
Kihlstrom, J, Harackiewicz, J. (1982) The earliest recollection: A new survey. Journal of Personality 50, 134.
Meltzoff, A. N. (1995), Long -term infant recall. Journal of Experimental Child Psychology, 59, 497-515.
Perlmutter, M. (1986) A life-span view of memory. In P.B Baltes, D.L, Featherman and R, M Learner (Eds) Life-span development and behaviour (7) Hillside, NJ: Lawrence Erlbaum Associates, Inc
Taylor, L, (2005) Introducing Cognitive Development, Psychology Press
Tessler, M, Nelson, K (1994) Making memories: The influence of joint encoding on later recall by young children, Consciousness and Cognition: An International Journal (3) 307-326