An overview of theory and research in memory as it relates to developmental differences is offered in this paper, which is intended to provide background information for the staff of the Skills Essential to Learning Television Project (a multi-level series of video and print resources for classroom use). A model for viewing information processing is proposed, and studies that examined whether any components of the model were influenced by developmental differences are reviewed in order to explain the principles of memory processes applicable to children aged 9 to 12. Conclusions offered suggest that no major neurological differences fundamental to memory exist between children in late childhood and adults; that as children grow older they can recall greater amounts of information; and that the educator's goal should be to help students store information in semantic memory. Three principles important to memory are suggested: (1) rote rehearsal is not a guarantee to storing information in either long-term episodic or semantic memory; (2) the child must be trained to process the meaning of an item if it is to be remembered for any length of time; and (3) distributed retrieval in novel situations is instrumental in facilitating ease of retrieval. Twenty-four references are listed. (LMM)