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DOI: 10.1556/MPSzle.68.2013.1.5.
A traumatikus esemnyekre val emlkezs kzponti krdse, hogy kisgyermekek kpesek-e pontos emlkbeszmolkat adni az ltaluk tlt kora gyermekkori traumatikus esemnyekrl. Jelen tanulmny e
problmakrrel foglalkozik. E problma vonatkozsai kt krds kzelebbi trgyalsn keresztl kzelthetek meg. Az els krds az, hogy a fejld, kibontakozsban lv emlkez rendszer adott jellemzi (a
felntt emlkezettl val eltrse) miknt hatnak, hogyan alaktjk a fennmarad emlkeket, klns
tekintettel, ha azok mlyebb rzelmeket tartalmaznak. A terlet kutatsi eredmnyei arra vilgtanak r,
hogy a fejldsben lv emlkezeti rendszer alapvet sajtossgai rnyomjk a blyegket a korai emlkek, gy a traumatikus emlkek jellegre is: kisgyerekek emlkmegrzse az ltalnosts irnyban
torzt, a szokatlan, egyedi esemnyeket pontosabban rzik meg, mint az ismtldeket. Ugyanakkor
mindkt esetben az esemny clszerkezetbe ill lpsekre koncentrlnak, s az ebbe nem illeket elhagyjk. A kisgyermekkori traumatikus emlkek elhvsnak megbzhatsghoz kapcsold msik krds
pedig az, hogy az elhvs kontextusa mennyire befolysolja a kisgyermekeket az emlkformlsban. E
krds tanulmnyozsa arra az ltalnos eredmnyre vezet, hogy kisgyermekek, amiatt, hogy kevsb
kpesek az emlkeik tudatos szervezsre, jobban befolysolhatak a kikrdezs ltal.
Kulcsszavak:
emlkezetfejlds, rzelmi emlkezet, trauma, poszttraumatikus stressz zavar, befolysolhatsg, tves emlk, gyermekbntalmazs
Vajon klnbzik-e (s ha igen, hogyan) egy nagy rzelmi intenzits traumatikus emlk felidzse brmely ms nletrajzi emlktl? Elkpzelhet-e, hogy a
korai traumk kpesek tlpni az infantilis amnzia kszbt, azaz szemben a
mindennapi esemnyekkel mr igen korai letkorokbl is fennmaradhatnak?
Befolysolja-e, s ha igen, milyen irnyban, az tlt stressz mrtke az emlkfel57
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mnyrl, ha valdi szemlyes emlke nem is. Ebbl kvetkezen jelen tanulmny e
krds vizsglatt az explicit (vagy deklaratv) emlkezet kialakulsnak kezdettl indtja, amikortl mr a gyermekek, ha csupn tredkesen is, de kpesek
tudatosan felidzni a velk megtrtnt esemnyeket akr szbeli beszlgetsek,
akr utnzst ignyl jtkhelyzetek sorn. Emellett elssorban a traumra val
emlkezssel, a gyermekek beszmolinak, vallomsainak megbzhatsgval foglalkozunk, s nem trgyaljuk a pszichopatolgia szempontjbl szintn jelents
krdst, az tlt traumatikus esemnyek hossz tv hatsait (s ezek elkerlsnek lehetsgeit) az ldozatok szemlyisgstruktrjra, viselkedsre.
MIRE EMLKEZNEK JOBBAN A KISGYERMEKEK:
A SZOKATLANRA VAGY A SZOKSOSRA?
A kisgyermekek mr egszen korai letveikben kpesek lekpezni egy-egy esemny sematikus vzt, s a fejlds sorn a forgatknyvek egyre szervezettebb,
egyre komplexebb kszlett mozgstjk egy-egy tlt esemny felidzse sorn.
Ugyanakkor hiba tudnak a gyerekek egyre tbb informcirszletet elhvni
pldul egy-egy vodai naprl, amint az vodba kerls utn egyre ismersebb
vlnak a mindennapi rutinokban, a specifikus, egyedi trtnsek elhvsa tovbbra is nehzsget jelent (FIVUSH, 1984). Ezt a jelensget mr a nyelvi beszmolkat megelz, utnzs mdszert alkalmaz kisgyermekekkel vgzett korai emlkezetvizsglatok is megerstik. Szmos ksrleti bizonytk tmasztja al, hogy a
kt-, hromves gyerekek utnzsos esemny-elhvst (azaz mit jtszanak vissza
egy tlt esemnysorbl), megszokott s j esemnyek esetben is, azok forgatknyve, az elrend cl mentn szervezd ltalnos vza vezrli (KIRLY, 2002,
2009). Ez a kora gyermekkori emlkezeti mkds teht tudsalap, azaz szemantikus emlkezeti teljestmnyt jell, hiszen nlklzi azokat az egyedi, specifikus jegyeket, amelyek egy bizonyos idpillanatban tlt esemny megklnbztetett felidzst vagy TULVING (1985, 2002) szavaival lve: jralst jelentenk
(KIRLY, 2002, 2009). A clok korai felismerse mellett a kisgyermekek mr korn rzkenny vlnak az esemnyek mlyszerkezetre, a cselekvslpsek kzti
ok-okozati viszonyok, a sorrend betartsnak szksgessgre is. Hromves
gyermekek olyan esemnyek sorn, ahol a lpsek sorrendjnek betartsa szksges az eredmnyessghez, hen utnozzk a modellt, mg felcserlhet lpsek
esetben szabadon variljk a lpseket (FIVUSH, KUEBLI s CLUBB, 1992).
A smamegersts s -trendezs modellje szerint (FARRAR s GOODMAN,
1990), amikor egy kisgyermek elszr tallkozik egy esemnnyel, olyan smt
igyekszik hasznlni, amely segti a megrtst, mg ha ilyen sma nem ltezik, akkor valamennyi esemnyrszletet igyekszik megrizni, a smval sszeillt (tipikust) s az annak ellentmondt (atipikust) is. Amennyiben ltezik az esemnynek
megfeleltethet sma, a smatipikus informcit veszi figyelembe, s az informci a smt megerst s fenntart elemknt, a forgatknyv rszeknt troldik.
Az informcifeldolgozs msodik szintjn, amikor mr a sma olyan mrtkben
kidolgozott, hogy a smba ill informci feldolgozsa gyors s automatikus, a
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The focal question of the research on remembering traumatic events whether young children are capable to deliver precise and reliable memory descriptions on their traumatic experience. This paper tends
to give an overview both on 1. the scientific approaches to grasp the specific features of the emerging
memory competences that could alter and forge the output of reminiscence and 2. the evidence available on the influence of contextual cues during retrieval on childrens suggestibility. Recent research
highlighted that 1. young childrens encoding processes are biased to accumulate information that
could be generalized, while selection processes are guided by the overall goal of the perceived event; and
2. young childrens suggestibility roots in their fragile capability to organize their memories consciously.
Key words:
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