This article comprises some critical reflections on the teaching of a second year undergraduate module called "Children's Cultural Worlds" in which students are required to engage with original studies which are then used to stimulate self-reflection and engagement with wider issues relating to our understanding of children's place in…

Comments on a study by Schacter and others which proposes that insights into why infants make the AB error can be gained by examining the errors of brain-damaged adults on similar tasks. (The B in AB has a line over it in the title and in the article meaning "A not B.") (PCB)

The authors review competing theories concerning the emergence and early development of autobiographical memory. It is argued that the differences between these accounts, although important, may be more apparent than real. The crux of these disagreements lies not in "what" processes are important, but rather, the role these different processes…

Maintains that Teyler and Fountain's presentation (1987) contains several limitations, namely, that the authors do not (1) distinguish between learning and memory, nor between storage and retrieval; (2) address the role of knowledge-based influences in memory and learning; or (3) employ concepts that can accommodate developmental phenomena in the…

Presents a conjoint recognition paradigm and a model that quantifies conscious and unconscious memory for learned materials and for the types of unlearned materials found to induce false memories in children. Validation study showed that model accounted for 7- and 10-year-olds' performance on recognition memory task. Conscious and unconscious…

Neuropsychology professor Steven Petersen describes what scientists are finding out about brain development, synaptic growth and wiring, intentional and incidental learning, the role of emotion in learning, and declarative and implicit memory systems. Neuroscience has only the broadest outline of principles to offer today's educators. (MLH)

Recounts 3 experiments providing evidence against 2 interpretations of previous research findings that explicit memory develops substantially from 3 years of age to adulthood while implicit memory remains stable. Argues that the implicit-explicit memory developmental dissociation reflects differences in strategic processing (strategy use and…

Proposes an account of the development of temporal understanding, linking it with episodic memory development. Distinguishes between ways of representing time in terms of frameworks involved; describes perspectival and nonperspectival frameworks and those representing recurrent sequences or particular times. Describes emergence of new kinds of…

Examines the concept of utilization deficiency related to memory strategy development. Argues that problems with current definition obscure previous important theoretical distinctions and limit investigations of strategy inefficiencies that are likely to be important in understanding development of strategy use. Maintains that the developmental…

Focuses on the importance and meaning of the degree of spontaneity in memory strategy production. Situates the concept of utilization deficiency within current work on memory strategy heterogeneity, contextual support, and situation-specific skills. Concludes that work on utilization deficiencies helps balance the focus on early emergence of…

Assessed 5-, 6-, 8- and 9-year-olds on two working memory tasks to explore the complementarity of working memory models postulated by Pascual-Leone and Baddeley. Pascual-Leone's theory offered a clear explanation of the results concerning central aspects of working memory. Baddeley's model provided a convincing account of findings regarding the…

Suggests an account of transitivity and transitive inferential reasoning differing from classic Piagetian and current information processing accounts. Postulates a three-component psychological system, with components relying on perceptual, linguistic, and conceptual subprocesses and sensitivity to simple cues. Maintains that the framework is…

This paper, two of four on literature and the young child, focuses on two ways the simple act of a parent reading to a child during the early years helps the child grow into a successful reader. The two ways are: reading to the young child helps him or her build a rich vocabulary which in turn will help strengthen his or her memory skills; and…

This discussion of phenomenological research methods examines the importance of secrets in children's development of self-identity, autonomy, independence, and maturity; the experience of recognition in children and its relationship to teaching, learning, and child development; and Alzheimer's dementia and the relationship between memory and sense…

Suggests that the study of memory needs to be situated within broader conceptual and research contexts. Examines how four contexts accommodate memory phenomena: (1) knowledge; (2) comprehension; (3) context/function; and (4) strategy. Suggests that memories are best examined as knowledge structures resulting from efforts to understand, and that…