Book contents
- The Development of Children’s Memory
- The Development of Children’s Memory
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Part I Backdrop
- Chapter 1 The Emergence of the Developmental Science of Memory
- Chapter 2 Mechanism or Meaning?
- Chapter 3 Memory Development or the Development of Memory?
- Part II Children’s Memory Strategies
- Part III Children’s Event Memory
- Part IV Family Socialization of Memory
- Part V Classroom Socialization of Memory
- Part VI Perspective
- References
- Index
Chapter 3 - Memory Development or the Development of Memory?
An Update
from Part I - Backdrop
Published online by Cambridge University Press: 28 May 2021
Book contents
- The Development of Children’s Memory
- The Development of Children’s Memory
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Part I Backdrop
- Chapter 1 The Emergence of the Developmental Science of Memory
- Chapter 2 Mechanism or Meaning?
- Chapter 3 Memory Development or the Development of Memory?
- Part II Children’s Memory Strategies
- Part III Children’s Event Memory
- Part IV Family Socialization of Memory
- Part V Classroom Socialization of Memory
- Part VI Perspective
- References
- Index
Summary
In a 2001 paper published in Current Directions in Psychological Science, Ornstein and Haden asserted that despite considerable progress in understanding age-related differences in memory performance, research on children’s memory offered too few insights into the processes that drive the development of skilled remembering. Essentially, the argument was that the focus of research was more on memory development than the development of memory. This chapter offers an update as to whether and to what extent critical gaps identified by Ornstein and Haden (2001a) remain.
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- Information
- The Development of Children's MemoryThe Scientific Contributions of Peter A. Ornstein, pp. 29 - 42Publisher: Cambridge University PressPrint publication year: 2021
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