Research on memory development has accumulated over the past few years. Given the number of relevant publications in the field, it becomes increasingly difficult to keep track of major advances in specific areas of memory development. This book illustrates 2 purposes:
* to permit experts in the various subdomains of research in memory development to summarize recent findings concerning the respective roles of capacity, strategies, and knowledge in the acquisition of memory skills; and
* to discuss cross-cutting topics such as the influence of individual differences, practical and educational implications, and the potential of longitudinal studies.
Table of Contents
Contents: Preface. Introduction. Part I: Working Memory and Processing Capacity as Determinants of Memory Development. G.J. Hitch, J.N. Towse, Working Memory: What Develops? R. Case, Capacity-Based Explanations of Working Memory Growth: A Brief History and a Reevaluation. A. de Ribaupierre, C. Bailleux, Development of Attentional Capacity in Childhood: A Longitudinal Study. R. Kail, Processing Speed, Memory, and Cognition. R. Kliegl, From Presentation Time to Processing Time: A Psychophysics Approach to Episodic Memory. T.A. Salthouse, Processing Capacity and Its Role on the Relations Between Age and Memory. M. Knopf, Memory for Action Events: Structure and Development in Adulthood. Part II: Memory Strategies and Metamemory Competencies as Determinants of Memory Development. M. Hasselhorn, Beyond Production Deficiency and Utilization Inefficiency: Mechanisms of the Emergence of Strategic Categorization in Episodic Memory Tasks. D.F. Bjorklund, T.R. Coyle, Utilization Deficiencies in the Development of Memory Strategies. E.C. Butterfield, L.R. Albertson, J.C. Johnston, On Making Cognitive Theory More General and Developmentally Pertinent. R.E. Guttentag, Mental Effort and Motivation: Influences on Children's Memory Strategy Use. M. Rabinowitz, N. Goldberg, Evaluating the Structure-Process Hypothesis. Part III: Intra- and Interindividual Differences in Memory Development. B. Kurtz-Costes, W. Schneider, S. Rupp, Is There Evidence for Intraindividual Consistency in Performance Across Memory Tasks? New Evidence on an Old Question. W. Schneider, F.E. Weinert, Memory Development During Early and Middle Childhood: Findings From the Munich Longitudinal Study (LOGIC). Part IV: Practical Aspects of Theory-Oriented Research on Memory Development. J.G. Borkowski, N. Muthukrishna, Learning Environments and Skill Generalization: How Contexts Facilitate Regulatory Processes and Efficacy Beliefs. B.E. Moely, K.A. Santulli, M.S. Obach, Strategy Instruction, Metacognition, and Motivation in the Elementary School Classroom. S.J. Ceci, M.D. Leichtman, M. Bruck, The Suggestibility of Children's Eyewitness Reports: Methodological Issues. P.A. Ornstein, L. Baker-Ward, J. Myers, G.F. Principe, B.N. Gordon, Young Children's Long-Term Retention of Medical Experiences: Implications for Testimony. Part V: Future Directions of Research on Memory Development. M. Pressley, What Is Intellectual Development About in the 1990s?. Good Information Processing. R.S. Siegler, Children's Thinking: How Does Change Occur?
"...a refreshing alternative to the computational/connectionist approach bogging down so much contemporary memory research in Britain. Don't just sit in an office and model memory development: get out into the field and watch it happen!"
—British Journal of Developmental Psychology