The general purpose of this thesis is to study some fundamental, yet still open questions about autobiographical memory and related consciousness, the influence of early stress on the brain and autobiographical memory and its neural correlates. The goal is to make some progress in the definitory confusion and conceptual understanding of the relationship of these concepts starting from a developmental point of view. In the attempt to throw some light on what can fall under the sum of autobiographical memory-related themes, no overview or review of the existing answers will be given but rather, after extended research of the theoretical and empirical literature and own empirical work, a new clarifying point of view of the different phenomena. Considering the close relationship between the experience of the world, consciousness and autobiographical memory, the first question that becomes addressed in the theoretical part is how a child develops autobiographical memory and what Tulving entitles as associated "autonoetic consciousness", a self-reflective mental state of awareness in time and space (Tulving, 1985; 2002). The second question is concerned with how early childhood can form the basal template in the buffering and facilitation of influences of stress on the brain and also on autobiographical memory, with psychogenic amnesia and altered autonoetic consciousness as a prototypical example. Autobiographical old memories are as a result of a high degree of anatomical interconnectivity and cognitive complexity most vulnerable to brain damage and other external and internal influences such as stress (Markowitsch, 1995; 1999; 2000; 2002; 2003; Tulving and Markowitsch, 1998). The second empirical part of the thesis is primarily focused on the fundamental research of autobiographic memory and its neural correlates. The different focuses within the chapters will bring up more questions for theoretical thinking and empirical research about the same complexity of which individuals are made of.