An editor called Stephen Roxburgh was working with Roald at the time, and he thought that those three chapters belonged somewhere else. He suggested to Roald that he might like to re-use them in a book about his own early childhood. Roald did not want to write an autobiography but he thought that this was a very good idea. As he said himself in the introduction to Boy : "This is not an autobiography. I would never write a history of myself. On the other hand, throughout my young days at school and just afterwards a number of things happened to me that I have never forgotten."
memory system is highly reliant upon the language which is the vital tool for social interchanges; and (iii) autobiographical memory is characterised by cultural, gender, and individual differences across life that need significant explanation (Bamberg and Moissinac 2003, p. 398). It has been studied that the remembrance of events from a lifespan of a children and adult may considerably vary and it is quite evident that everybody is not capable of remembering more of events with identical detailing and in similar narrative way as expressed by others. This indicates that differences in both the course and time of emergence of the autobiographical memories and their eventual outcomes significantly vary depending upon age, sex, gender, personal experiences, social interactions and cultural differences (Fivush & Nelson, 2004, p. 575). The development system begins with the birth followed by toddler memories that are instituted through social interactions with parents, siblings and relatives, during which nascent conceptions are built in an individual's mind which might be unconsciously penetrated within the memory bank. Studies also suggest that infants are very much aware of their environment and also have an idea of core self which has been essentially related to intentionality. It has been studied that infants as per their core self have determined goals and actions which is fuelled by the infusion of certain skills, emerging concepts and social experiences (Bamberg and Moissinac 2003, p. 398). The later phase after 4-5 years when the children respond to what they hear and start talking by using linguistic aids results in the preservation of a sound memory bank which can be encoded and retrieved later in life depending upon an individual's capability to reminisce the autobiographical memories.