UID:
almafu_9960118556302883
Format:
1 online resource (xiv, 381 pages) :
,
digital, PDF file(s).
ISBN:
1-108-87650-1
,
1-108-87586-6
,
1-108-87110-0
Content:
This book provides an understanding of memory development through an examination of the scientific contributions of eminent developmental scientist Peter A. Ornstein. His fifty-year career not only coincided with but also contributed to a period of extraordinary progress in the understanding of children's memory. The volume describes this historical context, constructs a theoretical structure for understanding memory development, and emphasizes research applications for educational and forensic practice. Organized around Ornstein's four influential research programs in children's memory strategies, children's event memory, family socialization of memory, and classroom socialization of memory, the chapters examine contemporary directions in each area, with commentaries addressing each program provided by internationally renowned developmental psychologists. The book presents a comprehensive overview of memory development for psychologists and educators at all levels of training and practice, and also provides a model of a generative life in science.
Note:
Title from publisher's bibliographic system (viewed on 28 May 2021).
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Cover -- Half title -- Title page -- Copyright information -- Dedication -- Contents -- List of Figures -- List of Tables -- List of Contributors -- Part I Backdrop -- Chapter 1 The Emergence of the Developmental Science of Memory: A Festschrift for Peter A. Ornstein -- The Developmental Context -- The Research Programs -- Children's Memory Strategies -- Children's Event Memory -- Family Socialization of Memory -- Classroom Socialization of Memory -- Generativity across Contexts -- Chapter 2 Mechanism or Meaning?: The Ornstein Lab and Memory in Historical Context -- ''Memory Proper'' Separated from ''Reminiscence'': Ebbinghaus and the Pure Mechanisms of Memory -- The Verbal Discrimination-Verbal Learning Interlude -- The Era of Developmental Studies of Strategic Memorization -- The Development of the Adaptive Use of Memory in Meaningful Contexts -- Event Memory and Meaning: The Foundations -- ''Tell me What Happened'': Event Memory in Natural Cultural Contexts -- Children in Court: Caught in a Web of Suggestion -- Bringing a Lab to the World -- Chapter 3 Memory Development or the Development of Memory?: An Update -- What Is Memory Development the Development of? -- Toward the Study of the Development of Memory -- Longitudinal Research on the Development of Memory -- Longitudinal Research on Strategy Development -- Longitudinal Research on Event Memory Development -- Developmental Linkages among Autobiographical and Deliberate Memory Skills -- A Marriage of Methods -- Looking Ahead -- Part II Children's Memory Strategies -- Chapter 4 Overview: Deliberate Remembering in Children -- The Development of Deliberate Remembering: Fundamental Questions -- Children's Deliberate Remembering: The Acquisition of Mnemonic Strategies -- The Legacy of Two Strategies: The Influence of Research on Rehearsal and Organization -- Rehearsal -- Organization.
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Universal or Individual Trajectories in the Development of Deliberate Memory? -- Knowledge Base -- Metamemory -- Conclusions: Methodological Lessons -- Chapter 5 Strategies and Self-Derivation: Means of Maintaining and Extending Knowledge -- Strategy Use to Maintain Information -- Memory Strategies -- Barriers and Supports to Memory Strategy Use -- Application -- Building Knowledge through (Productive) Extension -- Parallels in Maintaining and Extending Knowledge -- Prior Knowledge -- Production Deficiencies -- Lessons Learned -- Lesson 1: Get into Ecologically Relevant Contexts -- Lesson 2: The Need for Longitudinal Work -- Lesson 3: Explore the Role of Metacognition -- Conclusions -- Chapter 6 Commentary: Children's Memory Strategies -- Early Research on Memory Strategy Development -- Development of Rehearsal Strategies -- The Development of Organizational Strategies -- Locus of Effect: Encoding or Retrieval? -- Can Very Young Children Benefit from Strategy Use? -- Effects of Metacognitive Knowledge and Domain Knowledge on Strategy Use -- Metamemory and Strategy Development -- The Importance of Domain Knowledge -- Recent Research Trends: Focus on Longitudinal Studies and Educational Contexts -- Part III Children's Event Memory -- Chapter 7 Children's Reports of Personal Experiences: From the Laboratory to the Doctor's Office to the Courtroom -- The Context -- Societal Controversy -- Conceptual Underpinnings of a Research Program -- ''Bringing a Lab to the World'' -- From Description to Optimization -- Describing Children's Event Memory -- Age Differences -- Effects of Extended Delay Intervals -- Generalizability across Different Events -- Analyzing Influences on Event Memory Performance -- Knowledge Predicts Memory Performance -- Knowledge Influences Encoding -- Knowledge Both Supports and Impairs Event Memory.
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Information in Memory Changes Over Time -- Optimizing Children's Testimony -- Enhanced Retrieval Support -- Basic Understanding of Memory Development -- In Conclusion -- Chapter 8 Children's Memory for Instances of Repeated Events: Applications to the Experience of Child Victims and Witnesses -- Background -- Application to the Legal System -- Theory -- Typical Paradigm -- Recalling Instances of Repeated Events -- Response Profile of Repeated-Event Children -- Narrow versus Broad Definitions of Accuracy -- Delay -- Age Differences -- Separation of Instances -- Deviations from the Script -- Emotionality of the Event -- What Does This Mean for Child Witnesses? -- Moving Forward -- How to Interview Children about Instances of Repeated Events -- Methodological Variability -- Increasing the Ecological Validity of the Paradigm -- Conclusion -- Chapter 9 Everyday Conversations as a Source of False Memories in Children: Implications for the Testimony of Young Witnesses -- Conversations with Co-witnesses -- Rumors as a Source of Suggestion -- Conflicting Rumors -- Child-Generated Rumor -- Social Factors -- Representational Changes -- Post-rumor Conversations -- Conversations with Parents -- Conversations about Myths -- Implications and Conclusions -- Chapter 10 Commentary: Children's Memory of Their Personal Experiences -- Forensic Applications -- Research on Conversations as a Source of False Memories in Children -- Research on Children's Memory of Touching and on Memory of Repeated Events -- Conclusion -- Part IV Family Socialization of Memory -- Chapter 11 Developmental Pathways to Skilled Remembering: Characterizing the Development of Children's Event Memory within the Family Context -- Mother-Child Conversations about the Past and Present -- The Pilot Project -- Developmental Pathways to Skilled Remembering -- Mother-Child Reminiscing.
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Conversations during Events and Children's Remembering -- Experimental Manipulations: Determining Causal Connections -- Conclusion -- Chapter 12 Making Memories in Museums -- Learning through Conversation during and after Hands-On Experiences -- Learning from Hands-On Activities -- Conversations Advance Learning from Hands-On Activities -- Style and Content of Conversations That Can Support Learning -- Museum Research on Supporting Family Learning Conversations -- Encouraging Parent-Child Elaborative Talk in Museums -- Learning and transfer: -- Building memories: -- Facilitating Elaborative, STEM-Rich Conversations -- Encouraging Elaborative and STEM Talk through Exhibit Design -- Designing programs that promote STEM-related talk: -- Knowledge supports STEM learning and remembering through tinkering: -- Conclusions: Museum Research and Practice -- Chapter 13 The Socialization of Gratitude: How Parent-Child Conversations Impact Children's Memory for Gratitude-Related Events -- Parent-Child Reminiscing and Parent Socialization of Children's Gratitude -- The Importance of Parental Goals and Conversational Context for Children's Event Memory -- Emotions and Memory -- Conversational Content and Memory -- Gender Differences in Reminiscing -- Findings from the ''Raising Grateful Children'' Study -- Do Parents' Reminiscing Styles Differ Based on Type of Event? -- Do Parents Use Emotion Talk Differently across Types of Events? -- Does Parents' Use of Gratitude Strategies Differ across Types of Events? -- How Do Reminiscing Style, Emotion Talk, and Gratitude Strategies Predict Children's Recall? -- Conclusions -- Chapter 14 How Memory Develops in Conversational Contexts -- Integrating Information-Processing and Sociocultural Theories -- Memory of Episodes in Conversational Contexts -- Building Semantic Knowledge in Conversational Contexts.
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The Role of Reminiscing for Socio-emotional Skills -- An Integrated Vision of Development -- Part V Classroom Socialization of Memory -- Chapter 15 Overview: The Development of Memory in the Elementary Classroom Context -- The Articulation of a Developmental Science Perspective on Research on Children's Memory -- Origins of the Classroom Memory Study -- Children's Memory Strategies -- The Development of Memory in the Formal School Context -- The Importance of First-Grade Experience -- The Role of Teachers -- The Classroom Memory Study -- Measuring Cognitive Processing Language -- Describing the Classroom Context -- Linking the Classroom Context to the Children's Memory Performance -- Initial Experimental Evidence -- Future Pursuits for the Classroom Memory Study Team -- Chapter 16 Children's Accuracy and Strategy Use in the Context of Addition: Extending the Impact of Metacognitive Language to Children's Academic Skills -- Children's Early Mathematical Competence -- Characterizing Mothers' and Teachers' Language -- Mothers' Language and Children's Mathematics Skills -- Teachers' Language and Children's Mathematics Skills -- Connections and Future Directions -- Child-Level Measurement -- Chapter 17 The Socialization of Cognition in the Classroom: Future Directions for Understanding the Role of Instruction in Brain and Behavioral Development -- Expanding the Focus on Cognition in the Classroom: From Memory to Self-Regulation -- The Socialization of Self-Regulation at School -- What Factors Promote Self-Regulation Development? -- Approaches to Examining School Factors -- The Socialization of Self-Regulation: Linking School Experience with Brain Development -- Why Incorporate Neuroscience into the Study of the Socialization of Cognition? -- Challenges Associated with Assessing Self-Regulation.
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Approaching Measurement Challenges with Neuroscience: Examining the Neural Correlates of Self-Regulation.
Additional Edition:
ISBN 1-108-83645-3
Language:
English
URL:
https://doi.org/10.1017/9781108871105
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