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Even so, over the course of elementary school, there are dramatic changes in children's proficiency in the use of strategies for storing and retrieving information (Ornstein, Baker-Ward, & Naus ...
May 28, 2021 · From the transitional era of “verbal learning” in the 1950s to the cognitive revolution of the information-processing period in the 1980s, models of memory focused on the development of the deployment and control of strategic processes of remembering; models that, despite their modern sophistication, owe something to Ebbinghaus.
Jul 7, 2015 · In this article, we first describe historical developments in research on children's memory, focusing on systematic studies that began in the late 1960s. We then describe three important new lines of inquiry: short- and long-term memory development in infancy, the development of autobiographical memory, and longitudinal research on memory strategies and metamemory.
- Wolfgang Schneider, Peter A. Ornstein
- 2015
May 28, 2021 · Summary. Through the lens of Peter Ornstein’s work, this chapter traces the history of research on the development of deliberate memory. With particular emphasis on two mnemonic strategies, rehearsal and organization, we describe the methodological tools and research designs that have provided insight into the universal and individual ...
Feb 21, 2017 · The mean values of the “implicit change” factors in the “development model” (depicted in Figure 3) indicate that implicit memory is age invariant from 3 months of life on, as all means do not differ significantly from zero, M 3to6 = −0.029, p = .17; M 6to9 = 0.025, p = .25; M 9to40 = −0.047, p = .89. In detail, this means that between 3 and 6, 6 and 9, and 9 and 40 months no ...
- Isabel A. Vöhringer, Thorsten Kolling, Frauke Graf, Sonja Poloczek, Ina Fassbender, Claudia Freitag,...
- 8
- 2018
- 21 February 2017
Although the first studies of children’s memory were published more than 100 years ago (e.g., Binet & Henri, 1894; Jacobs, 1887) and research on this topic was prominent in the early days of the 20th century (e.g., Hunter, 1913), programmatic work on memory development did not begin in earnest until the middle 1960s.
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The development of memory has been studied for more than a century and is one of the most active areas of research in cognitive development. In this article, we first describe historical developments in research on children's memory, focusing on systematic studies that began in the late 1960s. We then describe three important new lines of inquiry: short‐ and long‐term memory development in ...
