## 1 Introduction  
Autobiographical memory refers to the way people encode, organize, and remember personal memories, that knowledge that has the self as an object in all its expressions, abstract and factual [1; 2; 3]. It includes both general knowledge regarding a person's own life and events that specifically occurred and are contextualized in each period [4; 5; 6]. [PERSON] [7], in his first model of memory systems, substantially treated episodic and autobiographical memory as synonymous. However, his notion of autonoetic awareness referring to the episodic memory system [8] requires more careful reflection. Recently, in an exhaustive review, [PERSON] [9] highlighted this problem. The memory of an event does not necessarily imply that this event must be treated as autobiographical memory: in order for it to become autobiographical, the memory of an event must have the quality of being self-referential, that is, having a personal or subjective perspective and being an event that is part of an extended lifespan narrative. This type of event allows for the construction of a life story, and its recall is accompanied by reliving the experience [10; 11]. From this point of view, the autobiographical memory can be considered the most cognitively relevant element in relation to the construction of one's identity, with an importance that goes well beyond the mere organization of the events experienced. One of the much-debated topics related to autobiographical memory concerns the phenomenon known as infantile amnesia (IA) [12; 13; 14; 15]. Infantile amnesia (IA) was first described by [PERSON] in an article published in the American Journal of Psychology in 1895. However, [PERSON] can be considered the first author who dealt with the psychology of autobiographical memory by facing particularly complex subjects such as the mechanisms underlying the formation of memory traces, the truthfulness and vividness of childhood memories, the role of emotions, and the forgetting of traumatic experiences. [PERSON] defines infantile amnesia as the failure of memory for the first few years of life, underlining the emotive and psychological impact these experiences can have throughout the lifespan [16]. The IA phenomenon relates to the evidence that we have no or poor memories of what happened in our first years of life [17; 18; 19; 20]. This difficulty is amplified when we try to think back to our earliest memories: It is often unclear whether they are real or just recollections based on photos or stories told to us by parents or others [21; 22]. Several studies [23; 24; 25; 26] conducted with adults have revealed a relative paucity of personal-episodic or autobiographical memories of events from the first 3-4 years of life, with a gradual increase in the number of memories until approximately 6-7 years of age, after which an adult distribution has been assumed. For these reasons, infantile amnesia is divided into two epochs. Adults have little or no autobiographical memories in the first epoch (before age 3-4 years). During the second epoch (between the ages of 5 and 7 years), some more organized autobiographical memories begin to emerge. During these periods, the memory of personal events becomes more and more accessible and verbally communicable [23; 27; 28; 29; 30]. We can say that only when we reach this age does the phenomenon that we properly call autobiographical memory to begin to take shape [31; 32]. It is only at the end of the first decade of life when most adults can recall a significant number of spatially and temporally localized past events that have some degree of personal relevance or significance [3; 9; 33]. The division of IA into two epochs, therefore, implies that the memory of autobiogical events is not an all/nothing phenomenon but that it gradually develops so that some early childhood events (after 2-3 years) become a stable memory over the years [34; 35; 36; 37]. The development of event's memory is made possible by the concomitance of several factors:  
1.