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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ603911
Record Type: CIJE
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0009-3920
Does Memory Development Belong on an Endangered Topic List?
Kuhn, Deanna
Child Development, v71 n1 p21-25 Jan-Feb 2000
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 memorizing is a socially situated activity undertaken in the service of individual or social goals. (Author/KB)
Descriptors: Child Development, Cognitive Processes, Cognitive Structures, Comprehension, Context Effect, Encoding (Psychology), Knowledge Representation, Learning Strategies, Memorization, Memory, Models, Research Needs
Publication Type: Information Analyses; Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Special Theme Issue: "New Directions for Child Development in the Twenty-First Century."