The history of basic research in the area of memory development is briefly reviewed as part of an attempt to illustrate how basic research can inform educational practice. The historical overview is supplemented by more detailed consideration of a few prototypical research studies. This is followed by a description of the progress, problems, and practical significance of attempts to devise effective training techniques aimed at overcoming the inadequacies of the immature learner. Finally, some practical steps for training in the laboratory and in the classroom are described, based on the current state of knowledge concerning the young child as a memorizer. (Author/AA)