Fivush, R. (1984). Learning about school: The development of kindergarteners’ school scripts. Child Development, 55. Theory Children’s event representations become more elaborate with time and increased experience Children expected to report more acts and more complex acts over time General event representation interferes with specific event memories Methodology 30 kindergarten students (from 2 classes) individually interviewed 4 times, over 10 weeks Children asked general event and open-ended questions Key Insight Strengths Have reasonably ideal sample set (from same school, age range only 7 months, diverse, nursery experience) Interviews spread over relatively short period of time, to control for “global development changes” Weaknesses No mention of how/much each teacher verbally communicated routine Analysis highlights that memory geared towards spatial (vs academic) content but does not address that latter may be explained by newness Findings By end of a first experience, children form a general spatial-temporal memory framework, which remains stable over time With time, this framework becomes more elaborate; representation becomes more complex with increasing event experience Children able to report both general and specific events but require different cues in order to access information