Introduction to Memory Development during Childhood and Adolescence

Introduction to Memory Development during Childhood and Adolescence

Introduction to Memory Development during Childhood and Adolescence

Introduction to Memory Development during Childhood and Adolescence

Synopsis

Memory development has been a central topic in developmental psychology for the past 30 years. This volume summarizes the research achievements during that era and relates those achievements to work on memory development conducted throughout the 20th century. An abridgement of Schneider and Pressley's previous work ( Memory Development Between Two and Twenty, Second Edition, 1997, Lawrence Erlbaum Associates, Inc.), this book has been reorganized to better discuss the most important themes in memory development for the novice student. By highlighting the issues driving contemporary memory development research, it provides the knowledge that students require to effectively understand the newest studies on memory development. This textbook is not a history; rather, it offers a framework for understanding the many memory development studies now appearing in the literature.

A comprehensive, yet succinct, summary of theory and research on memory development, this volume covers more than a century of research, including European, Soviet, and American contributions. Its organization in terms of basic memory capacities, knowledge, strategies, and metamemory reflects the way that the most important researchers in memory development have conceived of the field during the past two decades. At the same time, it emphasizes the perspective that memory development is not development of any of the components alone, but rather is due to developments in capacity, knowledge, strategies, and metamemory in interaction. As such, the book is appropriate for courses in child development, cognitive development, and cognition and memory--that is, wherever students have a need to know about how leading scholars view the development of memory and intellect.

Excerpt

Memory development has been a centrally important topic in developmental psychology for the past 30 years. This volume summarizes the research achievements during that era and relates those achievements to work on memory development conducted throughout the 20th century.

Although there are now substantial literatures on infant memory and memory changes during adulthood, the term memory development typically has been used to describe research conducted on participants between the ages of 2 and 20. We follow that convention in this volume, consistent with the title of our longer book, Memory Development Between Two and Twenty, Second Edition, by Wolfgang Schneider and Michael Pressley (1997). Indeed, this volume is very much an abridgement of the longer work, although there was considerable reorganization and rewriting in order to make salient the themes that are most important for the beginning student of memory development.

This book is intended as a text in undergraduate and beginning-level graduate courses covering the topic of memory development. After completing this text, readers will be in a good position to understand the newest studies on memory development appearing in the leading journals, for great care was taken to make certain that the issues that are driving contemporary memory development research were not only included but highlighted. This textbook is not a history, but rather it provides a framework for understanding the many memory development studies now appearing in the literature.

The 700 references that are cited in this text were selected carefully to provide introductory students with guidance to the most important work of the past. For those students who want to go beyond an introduction to memory development, they need only head to the campus library with the reference list from this book in hand. The most important articles and all of the lead figures doing research on memory development are contained on that list. Of course, another option is to read our longer book, which we emphasize contains better than 100% more information than could be placed in this volume.

We anticipate that there will be a revision of this text from time to time. Both of us welcome input from readers, especially with respect to information that would make sense to include in a next edition. Feedback in reaction to the first edition of Memory Development Between Two and Twenty very much colored our thinking about and writing of the second edition of that book, which in turn affected the development of this book. We take . . .

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