Titlebook: Memory Development Between 2 and 20; Wolfgang Schneider,Michael Pressley Book 1989 Springer-Verlag New York Inc. 1989 children.coding.expe

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A Brief History of Memory Development Research,arch on memory development has been stimulated by a shift in both experimental and developmental psychology away from behaviorist theories toward cognitive theories, a shift that emphasizes information processing considerations. The discovery of Piaget by American developmental psychology (Bruner, 1

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Development of Encoding and Retrieval Strategies,s became more and more evident. Many experimental findings could not be explained using conventional S-R terminology (e.g., Kail & Strauss, 1984), which was based on the premise of a passive organism. This made it necessary to give up the “black-box” approach that characterized much of American lear

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The Knowledge Base,edural knowledge) and nonprocedural facts about the world (declarative knowledge) (e.g., Siegler, 1983). Although there is not an exact equivalence between procedural knowledge and strategies, the most important procedural knowledge considered in this book is memory strategies, which were considered

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Metamemory,matic introspection as defined by the “Würzburg School” (Ach, 1905). Otto Selz (1913) made assumptions about self-regulating processes. He specified evaluation and selection mechanisms that resemble processes that are central to contemporary theory. Despite reservations about introspective data thro

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