Memory Development Between 2 and 20For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive development is espe cially appropriate at this time The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive developmental research (e. g. , logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collec tions, upon consulting with the Series Editor, may elect to have their books pub lished either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series. A fairly broad definition of cognitive development is being used in the selection of books for this series. |
Contents
A Brief History of Memory Development Research | 1 |
Capacity 333 33 | 33 |
The Knowledge Base | 79 |
Copyright | |
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activities adolescence adults age levels analyses Bjorklund Borkowski Brainerd Brown Brunswik chapter Child Development children's memory cognitive development comprehension condition consistent correlations cumulative rehearsal developmental differences Developmental Psychology Educational Psychology effects elaborative strategies encoding and retrieval Erlbaum & Associates Experimental Child Psychology Flavell free recall function Ghatala grade grade-1 grade-school Hillsdale hypothesis imagery important increases instance interactions involuntary memory Journal of Experimental keyword method knowledge base learners Levin long-term memory materials meaningful mediated memory development memory performance memory span memory strategies memory tasks metacognitive metamemory mnemonic monitoring Naus older children organization organizational strategies Ornstein paired-associate pairs Perlmutter prediction preschoolers presented Pressley primacy effect prior knowledge problem procedures processes relationships remember retrieval cues Schneider semantic semantic memory short-term memory skills story strategy user subjects taxonomic tion to-be-learned transfer variables Weinert Wellman young children younger Yussen