Baltazar, N. C., Shutts, K., & Kinzler, K. D. (2012). Children show heightened memory for threatening social actions. Journal of Experimental Child Psychology, 112(1), 102-110.
Three experiments were conducted on preschool children to see if negative bias in a social setting extends to this age group. Children were informed of situations where individual committed mean or nice social interaction. The experiment was to see which experience preschoolers would remember in better detail. All three experiments showed an increase of details and memory with the mean social interaction over nice interactions.
This memory skill may be beneficial for helping children predict dangerous situations.
Cockcroft, K. (2015). The role of working memory in childhood education: Five questions and answers. South African Journal of Childhood Education, 5(1), 01-20.
This article discussed working memory in childcare setting to improve academic achievement. There are several studies in the working memory of young children, but this discusses it in a classroom environment. It focuses on five key areas of working memory. The five key areas are assessment of working memory, developing visual and verbal memory, components of working memory in early childhood, the manifestation of working memory difficulties, and how to improve working memory in preschoolers.
Pretorius, E., Naude, H., & Pretorius, U. (2005). Training the hippocampus and amygdala of preschool children by means of priming tasks: should parents rather focus on learning of facts than reading fairytales? Early Child Development and Care, 175(4), 303-312.
This article discusses improving memory in preschool children when reading and training the hippocampus and the amygdala. This article investigated whether reading a fairytale or facts would be more effective to memory.
The fairytales were read once only, and the facts were repeated using memory training. The results showed that using priming tasks was more effective than reading fairytales. The article also states that instead of reading long fairytales, short sessions of learning facts results in better memory in children 5 to 6 years old.
Swayze, M., & Dexter, C. (2017). Working Memory and School Readiness in Preschoolers. Contemporary School Psychology, 1-11.
A study was conducted on 40 preschool children to analyze the relationship between school readiness and working memory. Especially for boys working memory predicated attention spans and school readiness. The study suggests further research in gender-based differences in working memory would be beneficial.
Valentino, K., McDonnell, C. G., Comas, M., & Nuttall, A. K. (2018). Preschoolers’ autobiographical memory specificity relates to their emotional adjustment. Journal of Cognition and Development, 19(1), 47-64.
This study researched the autobiographical memory in low income students ages 3.5 to 6 years old. The experiment included 95 pairs of mother and child, and researched memory and emotional adjustment in child development when a child and mother riminess. The pair reminisced about four past events, then the children were assessed in autobiographical memory, and the child’s emotional adjustment by being screened by the mother. The results were children’s autobiographical memory was affected negatively during emotional indications and had positive signs related to child’s memory during reminiscing.