However, analysis of the
quantity of product categories and change categories in children’s autobiographies, as
well as the category sequence in the scale, reveals that the categories that older children
tended to include principally corresponded to changes in the ways of producing and
understanding conventional writing, rather than only ‘adding’ more specific kinds of
products. It is particularly interesting to notice that older children’s accounts also
included an early achievement or exemplar, that is, non-representational products, which
younger children have only rarely included