Originally published in 1978, the contributors to this volume offer here chapters and position papers concerned with children’s memory. The chapters represent in-depth reports on children’s sensory memory, rehearsal processes, and organizational processes, as well as treatments of constructive aspects of children’s memory, the representational-development hypothesis, and memory in pre-schoolers. The position papers address critical issues confronting researchers in memory development, including the developmental implications of multistore and levels-of-processing models of memory, as well as distinctions between semantic and episodic memory, recall and recognition, and deliberate and nondeliberate aspects of children’s memory.
An historical overview provides an introduction to the volume, leading the reader to the very latest in new directions of research in this area at the time. This volume will be of interest to all concerned with the development of memory in children.
Table of Contents
Preface. 1. Peter A. Ornstein Introduction: The Study of Children’s Memory 2. Kenneth L. Hoving, Terry Spencer, Katherine Y. Robb and Duane Schulte Developmental Changes in Visual Information Processing 3. Peter A. Ornstein and Mary J. Naus Rehearsal Processes in Children’s Memory 4. Garrett Lange Organization-Related Processes in Children’s Recall 5. Scott G. Paris The Development of Inference and Transformation as Memory Operations 6. Stephen Michael Kosslyn The Representational-Development Hypothesis 7. Nancy Angrist Myers and Marion Perlmutter Memory in the Years from Two to Five 8. Mary J. Naus, Peter A. Ornstein and Kenneth L. Hoving Developmental Implications of Multistore and Depth-of-Processing Models of Memory 9. Katherine Nelson and Ann L. Brown The Semantic-Episodic Distinction in Memory Development 10. Marion Perlmutter and Garrett Lange A Developmental Analysis of Recall-Recognition Distinctions 11. Scott G. Paris Coordination of Means and Goals in the Development of Mnemonic Skills. Author Index. Subject Index.