Cambiamenti evolutivi nella narrazione dei ricordi autobiografici

This doctoral thesis examines the evolutive changes in the characteristics of autobiographical memories and narratives in the theoretical background of human sciences and especially psychology. The research involved 242 participants (146 females and 96 males) of different age ranges: 68 children (aged 9-11 years), 54 pre-adolescents (aged 13- 14), 42 adolescents (aged 16-18), and 78 young adults (aged 19-28). In a first study the participants were asked to produce and evaluate important recollections for one’s self, a second study examined memories related to the individual’s last school transition. Independent evaluators coded the recollections using coding manuals from the literature and inter-reliability tests demonstrated acceptable values. The results confirmed that autobiographical memories in the first three years of life are poorly frequent. A mediation analysis demonstrated that age predicts the number of words used to describe one’s memories both directly and indirectly, through the mediation of narrative complexity. Integrative memories (i.e., statements that ascribe meaning to the memory described) were present only in the adolescent and young adult group. Furthermore, independently from age, the more frequent school transition memories were: specific (i.e. related to single events), evaluated as vivid and important, with narrative elements of tension but with a happy ending. On average, early and late adolescents’ and young adults’ memories, compared to those of children’s, were more frequently associated with less intensely positive emotions. Limitations and educational implications of these two studies are discussed together with a few suggestions for future research.