| Abstract | Qi Wang, an assistant professor of human development, is breaking new ground at the interface of social and cognitive development by revealing the diverse paths by which children acquire memories and develop self-identity. Her research compares the development memory in Chinese and European American children and draws conclusions about how memory shapes, and is shaped by, concepts of the self in the context of culture. Ninety-three European American children from Ithaca, New York, and 87 Chinese children from Beijing, China, participated. After each response, the interviewer encouraged the children to continue describing themselves until the children indicated that they were finished.
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