Memory Development between Two and Twenty

Memory Development between Two and Twenty

Memory Development between Two and Twenty

Memory Development between Two and Twenty


In this volume, two scholars with different but complementary interests in memory and cognitive development present a careful overview of the field of memory development from the perspective of their theory of good strategy use. In addition to treating broad topics of general interest, such as knowledge, cognitive capacity, and metamemory, the text also examines controversial issues surrounding the development of children's memory--particularly eyewitness memory. The result is a coherent statement about memory development accompanied by commentary on the study of memory development, plus applications of the theory and research in the area.

This book is intended for advanced undergraduate and graduate students as well as researchers and other professionals interested in child and adolescent memory.


We first met in May 1982 at the University of Notre Dame. MP was a visiting professor and WS was touring the United States as part of a leave from the Max Planck Institute to Stanford. At the time of the meeting, we had both been researching memory development for some time and had been thinking about metamemory in particular. It was apparent immediately that we shared many of the same points of view. We both had a no-nonsense, "what-do-the-data-say" attitude about the study of memory development. MP was particularly impressed by WS's thorough analysis of metamemory, one eventually published as Schneider (1985c).

We met again from time to time at conferences. In the summer of 1984, MP came to the Max Planck Institute, a visit reciprocated by WS to the University of Western Ontario in the spring of 1985. At that time we were working on the good strategy user model (along with John Borkowski). The result was an integrative framework for thinking about memory functioning, one that included cognitive, metacognitive, and noncognitive components. The latest version is taken up in chapters 6 and 7 of this volume.

The summer of 1986 brought MP back to Munich, as WS was finishing his habilitation. It was clear that we were once again thinking about many of the same issues, and once again, the differences in our thinking were much smaller than the similarities. There seemed to be good reason to think about putting our common thoughts into a book. WS suggested parts of his habilitation as a starting point; MP agreed. This volume is the result of many rewritings and reworkings from that point of departure. We especially tried to focus on the main themes and methods in memory development. We felt it important, however, to take positions on some of the more controversial . . .

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