Several aspects of memory development are discussed within the framework of memory research: the development of representational abilities; the development of the propensity to represent; the development of mnemonic strategies; the development of a general information base; the development of familiarity with different types of stimulus…

It is argued that the dialectical model of memory development seems more promising than behavoristic, information processing and contextual models. (MS)

A dialectical approach to memories and memory abilities requires attention to relations of reciprocal causality both between the individual and society and within the individual. The challenge of the dialectical approach is to persist in insisting on change. (MS)

The fields of developmental psychology and developmental neuroscience have existed independently of one another for many years. This is unfortunate, as knowledge of how the brain develops can inform the study of behavioral development. In this paper, we provide two examples of how knowledge about brain development has improved our understanding of…

Presents several reconceptualizations of adult cognitive development and its relation to everyday problem solving. Argues that investigation of relations between adult cognitive development and everyday problem solving may be facilitated through causal modeling that includes task characteristics, social context, and personality and motivational…

Reviews and synthesizes, within the broad framework of comparative cognition, several approaches to the study of human memory, including ontogenetic, cultural/sociohistorical, and clinical research. Asserts that future research on comparative memory development must focus on the flexible and adaptive use of memory skills to meet purposes…

Models of development and models of memory reflect either a mechanistic or organismic world view. A merger of the information-processing models of memory and qualitative models of development is suggested, and has valuable implications about the possible nature of "locus" of memory development (ST)

A conceptualization of intentional behavior is presented stressing the problem of diagnosis. Methodological requirements for the study of intentional memory development are used in a selective review of the literature. (MS)

Argues that the limited resources with which organisms start their development make possible certain kinds of learning which otherwise would be highly problematical. Discusses limitations of the cognitive structure of the organism, learning, and its problems in connectionism. Maintains that the knowledge gained from efforts to overcome problems…

Comments on Raftopoulos article (PS 528 649) on facilitative effect of cognitive limitation in development and connectionist models. Argues that the use of neural networks within an "Artificial Life" perspective can more effectively contribute to the study of the role of cognitive limitations in development and their genetic basis than…

Maintains that Muller and Overton (1998) misrepresent her theory of infant concept formation in infancy, makes corrections to their representation, and notes that her theory was developed in part because of the lack of detailed mechanisms in Piaget's theory to account for concept formation. Argues that Muller and Overton's proposed alternative…

Examines development of representational thought from the perspective of Jean Mandler's image-schema theory and an action-theoretical approach derived from Piaget's theory. Concludes that empirical findings fail to support hypotheses of early onset, and that representational development is more adequately interpreted within the context of an…

Explanations for memory development have tended to focus on acquistion of general strategies and metaknowledge. Recently, emphasis has been given to the knowledge base as a whole, including general world-knowledge and domain-specific knowledge and procedures. Evidence is presented from the memory development literature showing why strategies and…